Pearson Edexcel Level 2 Diploma in Optical Retail Skills (QCF) · There is more information about certification in the Edexcel Information Manual, available on our website: ... the

Pearson Edexcel Level 2 Diploma in Optical Retail Skills (QCF)

Specification

NVQ/Competence-based qualification First registration August 2014

Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our qualification websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.

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References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of going to publication.

Authorised by Martin Stretton Prepared by John O’Reilly

ISBN 978 1 446 90862 4

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Pearson Edexcel NVQ/Competence-based qualifications 2

What are NVQ/Competence-based qualifications? 2

2 Qualification summary and key information 3

QCF qualification number and qualification title 4

Qualification objectives 4

Relationship with previous qualifications 4

Apprenticeships 4

Progression opportunities through Pearson qualifications 4

Industry support and recognition 4

Relationship with National Occupational Standards 5

3 Qualification structure 6

Pearson Edexcel Level 2 Diploma in Optical Retail Skills (QCF) 6

4 Assessment 8

Assessment requirements/strategy 9

Types of evidence 9

Credit transfer 10

5 Centre resource requirements 11

General resource requirements 11

6 Centre recognition and approval 12

Centre recognition 12

Approvals agreement 12

7 Quality assurance of centres 13

8 Programme delivery 14

9 Access and recruitment 15

10 Access to qualifications for learners with disabilities or specific needs 16

11 Unit format 17

Unit title 17

Unit reference number 17

QCF level 17

Credit value 17

Guided learning hours 17

Unit aim 17

Unit assessment requirements/evidence requirements 17

Learning outcomes 18

Assessment criteria 18

Unit 1: Introduction to communication in health, social care or children’s and young people’s settings 19

Unit 2: Meet customers of the optical practice and provide information 23

Unit 3: Contribute to the record keeping of the optical practice 26

Unit 4: Resolve customer service problems 30

Unit 5: Protect own and others’ health and safety when working in a retail environment 35

Unit 6: Handle information in health and social care settings 38

Unit 7: Introduction to personal development in health, social care or children's and young people’s settings 41

Unit 8: Select and sell optical products to meet customer needs 45

Unit 9: Provide a spectacle collection service 49

Unit 10: Determine facial, frame and spectacle lens measurements 54

Unit 11: Provide a spectacle repair and adjustment service 57

Unit 12: Process optical prescriptions and order optical products 61

Unit 13: Carry out routine optical screening procedures 65

Unit 14: Provide a contact lens collection service 69

Unit 15: Dress visual merchandising displays to attract customers 74

Unit 16: Display stock to promote sales to customers in a retail environment 78

Unit 17: Process payments for purchases in a retail environment 83

Unit 18: Promote loyalty schemes to customers in a retail environment 86

12 Further information and useful publications 89

13 Professional development and training 90

14 Contact us 91

Annexe A: Skills for Health Assessment Principles 92

Annexe B: Skills for Care and Development Assessment Principles 95

Annexe C: People 1st (Skillsmart) Assessment Principles 97

Annexe D: Personal, Learning and Thinking Skills (PLTS) Mapping 113

Pearson Edexcel Level 2 Diploma in Optical Retail Skills (QCF) - Specification – Issue 1 – February 2014 © Pearson Education Limited 2014

1

Purpose of this specification

This specification sets out:

the objectives of the qualification

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

the combination of units that a learner must have completed before the qualification will be awarded and any pathways

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification

the method of any assessment and any associated requirements relating to it

the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)

assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body

assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body.


2

1 Introducing Pearson Edexcel NVQ/Competence-based qualifications

What are NVQ/Competence-based qualifications?

National Vocational Qualifications (NVQs) or Competence-based qualifications reflect the skills and knowledge needed to do a job effectively. They are work-based qualifications that give learners the opportunity to demonstrate their competence in the area of work or job role to which the qualification relates.

NVQs/Competence-based qualifications are outcomes-based with no fixed learning programme, allowing flexibility in their delivery to meet the individual learner’s needs. The qualifications are based on the National Occupational Standards (NOS) for the sector, which define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles.

Most NVQ/Competence-based qualifications form the competence component of Apprenticeship Frameworks. They are suitable for those in employment or those who are studying at college and have a part-time job or access to a substantial work placement.

Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.

There are three sizes of NVQ/Competence-based qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for those learning outcomes achievable in 10 hours of learning

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.


3

2 Qualification summary and key information

Qualification title Pearson Edexcel Level 2 Diploma in Optical Retail Skills (QCF)

QCF Qualification Number (QN) 601/0119/2

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 03/07/2013

Operational start date 01/08/2014

Approved age ranges 16-18

19+

Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment requirements/strategy.

Credit value 37

Assessment Portfolio of Evidence (internal assessment)

Guided learning hours 209-265.

Grading information The qualification and units are graded pass/fail.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 9, Access and Recruitment).

Funding For details on funding availability, please check the Learning Aims Reference Service (LARS), which replaces the Learning Aim Reference Application (LARA).


4

QCF qualification number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Qualification objectives

The Pearson Edexcel Level 2 Diploma in Optical Retail Skills (QCF) is for learners who work in, or want to work in the optical retail sector.

It gives learners the opportunity to:

demonstrate competence as a dispensing assistant, optical assistant, contact lens assistant or optical; retail receptionist

develop knowledge and skills related to the specified job roles in the optical retail sector

have existing skills recognised

achieve a nationally-recognised Level 2 qualification

develop their personal growth and engagement in learning.

Relationship with previous qualifications

This qualification is a replacement for the EDI Level 2 Diploma in Optical Retail Skills.

Apprenticeships

Skills for Health and Skillsmart Retail UK Ltd (People 1st) include the Pearson Edexcel Level 2 Diploma in Optical Retail Skills as the competence component for the Intermediate Apprenticeship in Health (Optical Retail).

Progression opportunities through Pearson qualifications

Learners who have achieved the Pearson Edexcel Level 2 Diploma can progress to the Pearson Level 3 Diploma in Optical Retail Skills or other qualifications in the health or retail sectors.

Industry support and recognition

This qualification is supported by Skills for Health and Skillsmart Retail UK Ltd (People 1st) the Skills Councils for the Optical Retail sector.


5

Relationship with National Occupational Standards

This qualification is based on the National Occupational Standards (NOS) in Optical Retailing, which were set and designed by Skills for Health, the Sector Skills Council.


6

3 Qualification structure

Pearson Edexcel Level 2 Diploma in Optical Retail Skills (QCF)

The learner will need to meet the requirements outlined in the table below before the qualification can be awarded.

Minimum number of credits that must be achieved 37

Number of mandatory credits that must be achieved 19

Number of optional credits that must be achieved 18

Unit Number

Unit reference number

Mandatory units Level Credit Guided learning hours

1 F/601/5465 Introduction to communication in health, social care or children’s and young people’s settings

2 3 23

2 D/602/4853 Meet customers of the optical practice and provide information

2 3 18

3 H/602/4854 Contribute to the record keeping of the optical practice

2 2 15

4 M/601/1511 Resolve customer service problems

2 6 40

5 Y/503/5727 Protect own and others’ health and safety when working in a retail environment

2 5 28

Unit number


Optional units Level Credit Guided learning hours

6 J/601/8142 Handle information in health and social care settings

2 1 10

7 L/601/5470 Introduction to personal development in health, social care or children's and young people’s settings

2 3 23

8 T/602/4857 Select and sell optical products to meet customer needs

2 4 22

9 A/602/4861 Provide a spectacle collection service

2 4 30


7

Unit number


Optional units Level Credit Guided learning hours

10 F/602/4859 Determine facial, frame and spectacle lens measurements

2 4 30

11 J/602/4863 Provide a spectacle repair and adjustment service

2 3 17

12 T/602/4860 Process optical prescriptions and order optical products

2 4 22

13 Y/602/4866 Carry out routine optical screening procedures

3 4 30

14 L/602/4864 Provide a contact lens collection service

2 5 30

15 H/503/5696 Dress visual merchandising displays to attract customers

2 7 35

16 M/503/5684 Display stock to promote sales to customers in a retail environment

2 5 26

17 L/503/5689 Process payments for purchases in a retail environment

2 4 17

18 J/503/5691 Promote loyalty schemes to customers in a retail environment

2 3 11

Centres should be aware that within the Level 2 qualification in this specification, learners will be required to meet the demands of unit(s) at level 3. Centres are advised to consider the support, guidance and opportunities they give to learners to meet the demands of the higher level unit(s) during delivery and assessment of the qualification.


8

4 Assessment

This qualification is assessed through an externally verified Portfolio of Evidence that consists of evidence gathered during the course of the learner’s work.

To achieve a pass for the full qualification, the learner must achieve all the required units in the stated qualification structure. Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

prove that the evidence is their own.

The learner must have an assessment record that identifies the assessment criteria that have been met, and it should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. The unit specification or suitable centre documentation can be used to form an assessment record.

It is important that the evidence provided to meet the assessment criteria of the unit and learning outcomes is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Learners can provide evidence of occupational competence from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning programme, whether at or away from the workplace. The evidence provided must meet the requirements of the Sector Skills Council’s assessment requirements/strategy.

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted based on RPL should provide confidence that the same level of skill/understanding/knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification.

Further guidance is available in the policy document Recognition of Prior Learning Policy, available on the Edexcel website.

a combination of these.


9

Assessment requirements/strategy

The assessment principles for this qualification have been included in Annexes A to C. They set out the overarching assessment principles and the framework for assessing the qualification to ensure that it remains valid and reliable. They have been developed by Skills for Health in partnership with employers, training providers, awarding organisations and the regulatory authorities.

Types of evidence

To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria. As stated in the Skills for Health assessment strategy, the evidence for this qualification can take a variety of forms as indicated below: direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation, where permitted by the assessment requirements/strategy (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EWT)

evidence of Recognition of Prior Learning (RPL).

Learners can use the abbreviations for cross-referencing purposes in their portfolios.

Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. Evidence must be available to the assessor, internal verifier and Pearson standards verifier.

Any specific evidence requirements for individual units are stated in the unit introductions in Section 11.

There is further guidance about assessment on our website. Please see Section 12 for details.


10

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.


11

5 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

General resource requirements

Centres must have the appropriate physical resources to support both the delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment strategy for the sector, equipment, IT, learning materials, teaching rooms.

Where permitted, RWE must offer the same conditions as the normal day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.

Centres must meet any specific human and physical resource requirements outlined in the assessment strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment strategy for the sector. There must be systems in place to ensure the continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies, procedures and practices in place for the delivery of the qualification.

Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 9 Access and recruitment and Section 10 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office


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6 Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel accredited vocational qualifications need to apply for and be granted centre recognition and approval as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Edexcel vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval.

Approvals agreement

All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, Conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


13

7 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. Centres will internally assess NVQs/Competence-based qualifications using internal quality assurance procedures to ensure standardisation of assessment across all learners. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model is as described below.

Centres offering Edexcel NVQs/Competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits must reflect the centre’s performance, taking account of the number:

of assessment sites

and throughput of learners

and turnover of assessors

and turnover of internal verifiers.

For centres offering a full BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a BTEC Apprenticeship framework) a single standards verifier will be allocated to verify all elements of the BTEC Apprenticeship programme. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full Pearson BTEC Apprenticeship, the same standards verifier will be allocated.

In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment, verification and for the specific occupational sector are being consistently met.

Centres are required to declare their commitment to ensuring quality and to providing appropriate opportunities for learners that lead to valid and accurate assessment outcomes.

For further details, please go to the UK NVQ Quality Assurance Centre Handbook and the Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.


14

8 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning,) that meets learners’ needs. However, centres must make sure that learners have access to the resources identified in the specification and to the sector specialists delivering and assessing the units. Centres must have due regard to Pearson’s policies that may apply to different modes of delivery.

Those planning the programme should aim to address the occupational nature of the qualification by:

engaging with learners, initially, through planned induction, and subsequently through the involvement of learners in planning for assessment opportunities

using naturally occurring workplace activities and products to present evidence for assessment against the requirements of the qualification

developing a holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units, as appropriate, thereby reducing the assessment burden on learners and assessors

taking advantage of suitable digital methods to capture evidence.


15

9 Access and recruitment

Pearson’s policy regarding access to its qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all wishing to access the qualifications.

Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.

Centres should review applicants’ prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to them during the delivery and assessment of the qualification. The review must take account of the information and guidance in Section 10 Access to qualifications for learners with disabilities or specific needs.


16

10 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification can be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

These documents are available on our website, at www.edexcel.com/Policies


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11 Unit format

Each unit has the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).


Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for NVQs/Competence qualifications.

Unit aim

This gives a summary of what the unit aims to do.

Unit assessment requirements/evidence requirements

The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.


18

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.


19

Unit 1: Introduction to communication in health, social care or children’s and young people’s settings

Unit reference number: F/601/5465

QCF level: 2

Credit value: 3

Guided learning hours: 23

Unit aim

This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. It introduces the central importance of communication in such settings and ways to overcome barriers to meet individual needs and preferences in communication.


This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles in Annexe B.

Assessment criteria 2.1, 2.2, 2.3, 3.2, 3.3 and 4.2 must be assessed in real work situations.

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Eye

conta

ct

Touch

Ph

ysic

al g

estu

res

Body

languag

e

Beh

avio

ur

Ver

bal

com

munic

atio

n

Voca

bula

ry

Li

nguis

tic

tone

Pitch

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Serv

ices

may in

clu

de:

tr

ansl

atio

n s

ervi

ces

in

terp

reting s

ervi

ces

sp

eech

and lan

guag

e se

rvic

es

ad

voca

cy s

ervi

ces

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


23

Unit 2: Meet customers of the optical practice and provide information

Unit reference number: D/602/4853

QCF level: 2

Credit value: 3


Unit aim

This unit covers how to meet customers who visit the optical practice and identify their needs and priorities. This includes providing information and effectively responding to questions to ensure a service is provided, which encourages good relationships and customer loyalty without compromising clinical responsibilities.


There are no specific assessment requirements for this unit.

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

why

it is

import

ant

to a

pply

leg

isla

tion/p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s

1.2

D

escr

ibe

the

pote

ntial

conse

quen

ces

of

not

follo

win

g leg

isla

tion,

pra

ctic

e re

quirem

ents

, polic

ies

and p

roce

dure

s

1

Under

stan

d p

olic

y an

d g

ood p

ract

ice

rela

ted t

o t

he

optica

l pra

ctic

e

1.3

D

escr

ibe

the

pro

duct

know

ledge

required

for

both

fra

mes

and len

ses,

co

nta

ct len

ses

and c

urr

ent

pro

motions

2.1

Est

ablis

h c

onta

ct w

ith t

he

cust

om

er in a

ccord

ance

with p

ract

ice

polic

y

2.2

Exp

lain

the

nee

ds

and p

riorities

cust

om

ers

may

hav

e

2.3

D

escr

ibe

how

to e

stab

lish a

nd m

ainta

in r

apport

with c

ust

om

ers

2.4

Id

entify

and a

gre

e th

e in

div

idual

’s n

eeds

and p

riorities

when

mee

ting

a cu

stom

er

2.5

Pr

opose

and a

gre

e w

ith t

he

cust

om

er t

he

nex

t ac

tions

to b

e ta

ken

2

Be

able

to e

stab

lish

initia

l co

nta

ct w

ith

cust

om

ers

2.6

Com

munic

ate

clea

rly

at a

ll tim

es t

akin

g into

acc

ount

the

cust

om

er’s

in

div

idual

nee

ds

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

escr

ibe

the

info

rmat

ion s

ourc

es w

hic

h c

an b

e ac

cess

ed in r

esponse

to

cust

om

er info

rmat

ion r

eques

ts

3.2

Exp

lain

to t

he

cust

om

er h

ow

the

pra

ctic

e's

pro

duct

s an

d s

ervi

ces

mee

t th

eir

expec

tations

3.3

Chec

k th

at t

he

info

rmat

ion p

rovi

ded

mee

ts t

he

cust

om

er’s

nee

ds

3.4

Ask

furt

her

ques

tions

to e

nco

ura

ge

resp

onse

s fr

om

the

cust

om

er

3.5

Li

aise

with t

eam

mem

ber

s in

acc

ord

ance

with p

ract

ice

polic

y

3.6

Exp

lain

the

pay

men

t options

and e

ntitlem

ents

ava

ilable

to c

ust

om

ers

3

Be

able

to p

rovi

de

info

rmat

ion t

o

cust

om

ers

3.7

D

ocu

men

t an

d s

tore

all

rele

vant

info

rmat

ion in lin

e w

ith p

ract

ice

polic

ies

and p

roce

dure

s

Lear

ner

nam

e:_______________________________________________

D

ate:

______________________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

______________________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

______________________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:______________________________________


26

Unit 3: Contribute to the record keeping of the optical practice

Unit reference number: H/602/4854

QCF level: 2

Credit value: 2


Unit aim

This unit covers how to contribute to the effective administration and record keeping of the optical practice. This includes the making of appointments, operating recall systems, ensuring good record-keeping, the importance of confidentiality and processing NHS and other entitlements for customers.



Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

why

it is

import

ant

to a

pply

pra

ctic

e re

quirem

ents

, polic

ies

and p

roce

dure

s

1.2

D

escr

ibe

the

pote

ntial

conse

quen

ces

of

not

follo

win

g p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s

1.3

D

escr

ibe

the

reco

rd k

eepin

g p

roce

dure

s use

d in t

he

pra

ctic

e

1

Under

stan

d p

olic

y an

d g

ood p

ract

ice

rela

ted t

o t

he

optica

l pra

ctic

e

1.4

Exp

lain

pra

ctic

e sc

hed

ulin

g a

nd p

rioritisa

tion p

olic

ies

and b

alan

cing

the

pra

ctic

e an

d c

ust

om

er r

equirem

ents

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Est

ablis

h c

onta

ct w

ith t

he

cust

om

er,

in a

ccord

ance

with p

ract

ice

polic

y

2.2

Id

entify

and a

gre

e th

e cu

stom

er’s

appoin

tmen

t re

quirem

ents

usi

ng

rele

vant

reco

rdin

g s

yste

ms

2.3

Exp

lain

the

types

of

appoin

tmen

ts a

nd t

he

scope

of

cust

om

er n

eeds

ther

e m

ay b

e

2.4

O

ffer

alter

nat

ive

arra

ngem

ents

if ap

pro

priat

e w

ithin

sco

pe

and lev

el o

f re

sponsi

bili

ty

2.5

Ensu

re t

he

length

of

the

appoin

tmen

t tim

e is

suitab

le

2.6

Exp

lain

the

range

of

allo

wan

ces,

confirm

entitlem

ents

and e

viden

ce

required

2.7

Confirm

cost

s/fe

es f

or

those

not

elig

ible

for

allo

wan

ces/

entitlem

ents

2.8

Pr

ovi

de

a w

ritt

en r

ecord

of

the

appoin

tmen

t tim

e fo

r th

e cu

stom

er

2.9

Li

aise

with t

eam

mem

ber

s in

acc

ord

ance

with p

ract

ice

polic

y

2

Be

able

to m

ake

ap

po

intm

en

ts t

o

suit c

ust

om

er a

nd

pra

ctic

e re

quirem

ents

2.1

0

Docu

men

t an

d s

tore

all

rele

vant

info

rmat

ion in lin

e w

ith p

ract

ice

polic

ies

and p

roce

dure

s

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

U

pdat

e re

cord

s w

ith t

he

rele

vant

reca

ll det

ails

, in

acc

ord

ance

with

pra

ctic

e re

quirem

ents

, polic

ies

and p

roce

dure

s

3.2

Ensu

re a

t th

e ap

pro

priat

e tim

e, t

hat

rec

ord

s ar

e id

entified

and

indic

ate

the

type

of

reca

ll re

quired

3.3

Im

ple

men

t th

e re

call

syst

em,

in a

ccord

ance

with p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s

3.4

N

otify

the

cust

om

er w

hen

an a

ppoin

tmen

t is

due

3.5

Car

ry o

ut

follo

w-u

p p

roce

dure

s fo

r non-r

esponden

ts

3.6

M

ainta

in s

ecurity

and c

onfiden

tial

ity

of

info

rmat

ion

3

Be

able

to o

per

ate

a cu

stom

er r

eca

ll

syst

em

3.7

Exp

lain

the

types

of

reca

ll w

hic

h m

ay b

e use

d

Ad

dit

ion

al in

form

ati

on

Ap

po

intm

en

ts e

.g.

eye

exam

inat

ion,

spec

tacl

e or

conta

ct len

s co

llect

ion,

initia

l co

nta

ct len

s co

nsu

ltat

ion,

conta

ct len

s af

ter-

care

, vi

sion r

e-te

sts,

scr

eenin

g

Reca

ll e

.g.

eye

exam

inat

ion,

conta

ct len

s or

spec

tacl

e co

llect

ion,

conta

ct len

s af

terc

are,

scr

eenin

g

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


30

Unit 4: Resolve customer service problems

Unit reference number: M/601/1511

QCF level: 2

Credit value: 6


Unit aim

This unit is about what to do when it is difficult to meet customer expectations. Even if the service the learner gives is excellent, some customers experience problems. Part of the learner’s job is to help to resolve those problems. There is likely to be a problem if customer expectations are not met. This may be because the customer’s expectations involve more than the learner can offer or because service procedures have not been followed. Some problems are reported by customers and sometimes the learner will spot the problem first and resolve it before their customer has even noticed. As soon as the learner is aware of a problem, they need to consider the options and then choose a way to put it right. This unit is particularly important in customer service because many customers judge how good the customer service of the organisation is by the way problems are handled.

Unit assessment requirements/ICS evidence requirements

1. Your evidence should be collected when carrying out a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. However, for this Unit, evidence collected in a realistic working environment or a work placement is permissible. Simulation is not allowed for any performance evidence within this Unit. (Guidelines for a Realistic Working Environment can be found in the Assessment Strategy for Customer Service S/NVQs at Levels 1,2,3 and 4 – February 2010)

2. You may collect the evidence for the Unit through work in a private sector organisation, a not-for-profit organisation or a public services organisation.

3. You must provide evidence that shows you have done this over a sufficient period of time with different customers on different occasions for your assessor to be confident that you are competent.


31

4. Your evidence must include examples of resolving problems involving each of the following:

a a problem first identified by customers

b a problem identified within the organisation before it has affected your customer

c a problem caused by differences between your customer’s expectations and what your organisation can offer

d a problem caused by a system or procedure failure

e a problem caused by a lack of resources or human error.

5. You must provide evidence that you:

a supplied relevant information when customers have requested it

b supplied relevant information when customers have not requested it

c have used agreed organisational procedures when solving problems

d have made exceptions to usual practice with the agreement of others.

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

32

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Li

sten

car

efully

to c

ust

om

ers

about

any

pro

ble

m t

hey

hav

e ra

ised

1.2

Ask

cust

om

ers

about

the

pro

ble

m t

o c

hec

k th

eir

under

stan

din

g

1.3

Rec

ognis

e re

pea

ted p

roble

ms

and a

lert

the

appro

priat

e au

thority

1.4

Shar

e cu

stom

er f

eedbac

k w

ith o

ther

s to

iden

tify

pote

ntial

pro

ble

ms

bef

ore

they

hap

pen

1

Spot

cust

om

er

serv

ice

pro

ble

ms

1.5

Id

entify

pro

ble

ms

with s

yste

ms

and p

roce

dure

s bef

ore

they

beg

in t

o

affe

ct c

ust

om

ers

2.1

Id

entify

the

options

for

reso

lvin

g a

cust

om

er s

ervi

ce p

roble

m

2.2

W

ork

with o

ther

s to

iden

tify

and c

onfirm

the

options

to r

esolv

e a

cust

om

er s

ervi

ce p

roble

m

2.3

W

ork

out

the

adva

nta

ges

and d

isad

vanta

ges

of

each

option f

or

thei

r cu

stom

er a

nd t

he

org

anis

atio

n

2.4

Pi

ck t

he

bes

t option f

or

thei

r cu

stom

er a

nd t

he

org

anis

atio

n

2

Pick

the

bes

t so

lution t

o r

esolv

e cu

stom

er s

ervi

ce

pro

ble

ms

2.5

Id

entify

for

thei

r cu

stom

er o

ther

way

s th

at p

roble

ms

may

be

reso

lved

if t

hey

are

unab

le t

o h

elp

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

iscu

ss a

nd a

gre

e th

e options

for

solv

ing t

he

pro

ble

m w

ith t

hei

r cu

stom

er

3.2

Tak

e ac

tion t

o im

ple

men

t th

e option a

gre

ed w

ith t

hei

r cu

stom

er

3.3

W

ork

with o

ther

s an

d t

hei

r cu

stom

er t

o m

ake

sure

that

any

pro

mis

es

rela

ted t

o s

olv

ing t

he

pro

ble

m a

re k

ept

3.4

Kee

p t

hei

r cu

stom

er f

ully

info

rmed

about

what

is

hap

pen

ing t

o r

esolv

e th

e pro

ble

m

3.5

Chec

k w

ith t

hei

r cu

stom

er t

o m

ake

sure

the

pro

ble

m h

as b

een

reso

lved

to t

he

cust

om

er’s

sat

isfa

ctio

n

3

Tak

e ac

tion t

o

reso

lve

cust

om

er

serv

ice

pro

ble

ms

3.6

G

ive

clea

r re

asons

to t

hei

r cu

stom

er w

hen

the

pro

ble

m h

as n

ot

bee

n

reso

lved

to t

he

cust

om

er’s

sat

isfa

ctio

n

4.1

D

escr

ibe

org

anis

atio

nal

pro

cedure

s an

d s

yste

ms

for

dea

ling w

ith

cust

om

er s

ervi

ce p

roble

ms

4.2

Exp

lain

how

to d

efuse

pote

ntial

ly s

tres

sful si

tuat

ions

4.3

D

escr

ibe

how

to n

egotiat

e

4.4

Id

entify

the

limitat

ions

of

what

they

can

offer

thei

r cu

stom

er

4

Know

how

to

reso

lve

cust

om

er

serv

ice

pro

ble

ms

4.5

D

escr

ibe

types

of

action t

hat

may

mak

e a

cust

om

er p

roble

m w

ors

e an

d s

hould

be

avoid

ed

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

34

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


35

Unit 5: Protect own and others’ health and safety when working in a retail environment

Unit reference number: Y/503/5727

QCF level: 2

Credit value: 5


Unit aim

This unit is about two aspects of the learner’s contribution to health and safety. Firstly, the learner needs to be able to recognise and report accidents and emergencies and deal with these within the limits of the learner’s authority. Secondly, the learner needs to know and follow the health and safety requirements laid down by the company and the law. This includes dealing with risks within the limits of the learner’s authority and reporting any risks the learner does not have the authority to deal with.


Workplace assessment of occupational competence is required. This must be carried out in line with the People 1st Assessment Principles in Annexe C.

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

36

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

how

set

ting a

good e

xam

ple

to o

ther

s ca

n c

ontr

ibute

to h

ealth

and s

afet

y in

the

work

pla

ce

1

Under

stan

d h

ow

to

pro

mote

hea

lth

and s

afet

y in

ow

n

work

pla

ce

1.2

Exp

lain

how

com

munic

atin

g a

nd b

ehav

ing in a

cal

m w

ay c

an h

elp t

o

pro

mote

saf

ety

during e

mer

gen

cy s

ituat

ions

2.1

Exp

lain

how

rep

ort

ing a

ccid

ents

and e

mer

gen

cies

pro

mptly

can h

elp

pro

mote

hea

lth a

nd s

afet

y

2.2

Exp

lain

the

import

ance

of not

exce

edin

g t

he

limits

of

ow

n

resp

onsi

bili

ty a

nd a

uth

ority

when

dea

ling w

ith h

ealth a

nd s

afet

y risk

s

2

Under

stan

d o

wn

role

in p

rote

ctin

g

ow

n a

nd o

ther

s’

hea

lth a

nd s

afet

y

2.3

Exp

lain

the

import

ance

of

usi

ng e

quip

men

t an

d m

ater

ials

in lin

e w

ith

the

man

ufa

cture

r’s

inst

ruct

ions

3.1

Res

pond t

o a

ccid

ents

and e

mer

gen

cies

:

in

lin

e w

ith o

rgan

isat

ional

pro

cedure

s

in

lin

e w

ith leg

al r

equirem

ents

in

a c

alm

man

ner

3.2

See

k im

med

iate

hel

p f

rom

an a

ppro

priat

e so

urc

e in

the

even

t of

acci

den

ts a

nd e

mer

gen

cies

3

Be

able

to d

eal

with a

ccid

ents

and

emer

gen

cies

in a

re

tail

envi

ronm

ent

3.3

Fo

llow

org

anis

atio

nal

pro

cedure

s fo

r ev

acuat

ion w

hen

an a

larm

is

rais

ed

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Fo

llow

org

anis

atio

nal

hea

lth a

nd s

afet

y re

quirem

ents

when

car

ryin

g

out

ow

n w

ork

duties

4.2

D

eal w

ith h

ealth a

nd s

afet

y risk

s w

ithin

the

limits

of

ow

n a

uth

ority

4.3

Rep

ort

im

med

iate

ly t

o th

e des

ignat

ed p

erso

n a

ny

hea

lth a

nd s

afet

y risk

s th

at a

re b

eyond t

he

limits

of

ow

n a

uth

ority

to d

eal w

ith

4

Be

able

to p

rote

ct

ow

n a

nd o

ther

s’

hea

lth a

nd s

afet

y during d

ay-t

o-d

ay

work

act

ivitie

s

4.4

U

se e

quip

men

t an

d m

ater

ials

nee

ded

for

ow

n w

ork

in lin

e w

ith t

he

org

anis

atio

n’s

and/o

r m

anufa

cture

r’s

inst

ruct

ions

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


38

Unit 6: Handle information in health and social care settings

Unit reference number: J/601/8142

QCF level: 2

Credit value: 1


Unit aim

This unit is aimed at those who work in health and social care settings. It provides the learner with the knowledge and skills required for good practice in recording, storing and sharing information.


This unit must be assessed in line with Skills for Care and Development’s QCF Assessment Principles in Annexe B.

Learning outcome 3 must be assessed in a real work environment.

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

39

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

the

legis

lation t

hat

rel

ates

to t

he

reco

rdin

g,

stora

ge

and

shar

ing o

f in

form

atio

n in h

ealth a

nd s

oci

al c

are

1

Under

stan

d t

he

nee

d f

or

secu

re

han

dlin

g o

f in

form

atio

n in

hea

lth a

nd s

oci

al

care

set

tings

1.2

Exp

lain

why

it is

import

ant

to h

ave

secu

re s

yste

ms

for

reco

rdin

g a

nd

storing info

rmat

ion in a

hea

lth a

nd s

oci

al c

are

sett

ing

2.1

D

escr

ibe

how

to a

cces

s guid

ance

, in

form

atio

n a

nd a

dvi

ce a

bout

han

dlin

g info

rmat

ion

2

Know

how

to

acce

ss s

upport

for

han

dlin

g

info

rmat

ion

2.2

Exp

lain

what

act

ions

to t

ake

when

ther

e ar

e co

nce

rns

ove

r th

e re

cord

ing,

storing o

r sh

arin

g o

f in

form

atio

n

3.1

Kee

p r

ecord

s th

at a

re u

p t

o d

ate,

com

ple

te,

accu

rate

and leg

ible

3

Be

able

to h

andle

in

form

atio

n in

acco

rdan

ce w

ith

agre

ed w

ays

of

work

ing

3.2

Fo

llow

agre

ed w

ays

of

work

ing f

or:

re

cord

ing info

rmat

ion

st

oring info

rmat

ion

sh

arin

g info

rmat

ion

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

40

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


41

Unit 7: Introduction to personal development in health, social care or children's and young people’s settings

Unit reference number: L/601/5470

QCF level: 2

Credit value: 3


Unit aim

This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. It introduces the concepts of personal development and reflective practice which are fundamental to such roles and ways to implement these.


This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles in Annexe B.

Learning outcomes 2.2, 2.3, 3.3, 4.2, 4.2, 4.2 and 4.4 must be assessed in real work situations.

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

42

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

duties

and r

esponsi

bili

ties

of

ow

n r

ole

1.2

Id

entify

sta

nd

ard

s th

at influen

ce t

he

way

the

role

is

carr

ied o

ut

1

Under

stan

d w

hat

is

required

for

com

pet

ence

in o

wn

work

role

1.3

D

escr

ibe

way

s to

ensu

re t

hat

per

sonal

att

itudes

or

bel

iefs

do n

ot

obst

ruct

the

qual

ity

of

work

2.1

Exp

lain

why

reflec

ting o

n w

ork

act

ivitie

s is

an im

port

ant

way

to

dev

elop k

now

ledge,

ski

lls a

nd p

ract

ice

2.2

Ass

ess

how

wel

l ow

n k

now

ledge,

ski

lls a

nd u

nder

stan

din

g m

eet

stan

dar

ds

2

Be

able

to r

efle

ct

on o

wn w

ork

ac

tivi

ties

2.3

D

emonst

rate

the

abili

ty t

o r

efle

ct o

n w

ork

act

ivitie

s

3.1

Id

entify

so

urc

es

of

sup

po

rt f

or

ow

n lea

rnin

g a

nd d

evel

opm

ent

3.2

D

escr

ibe

the

pro

cess

for

agre

eing a

pers

on

al

develo

pm

en

t p

lan

an

d w

ho

sh

ou

ld b

e i

nvo

lved

3

Be

able

to a

gre

e a

pers

on

al

develo

pm

en

t p

lan

3.3

Contr

ibute

to d

raw

ing u

p o

wn p

ers

on

al

develo

pm

en

t p

lan

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Show

how

a lea

rnin

g a

ctiv

ity

has

im

pro

ved o

wn k

now

ledge,

ski

lls a

nd

under

stan

din

g

4.2

Show

how

ref

lect

ing o

n a

situat

ion h

as im

pro

ved o

wn k

now

ledge,

sk

ills

and u

nder

stan

din

g

4.3

Show

how

fee

dbac

k fr

om

oth

ers

has

dev

eloped

ow

n k

now

ledge,

ski

lls

and u

nder

stan

din

g

4

Be

able

to d

evel

op

ow

n k

now

ledge,

sk

ills

and

under

stan

din

g

4.4

Show

how

to r

ecord

pro

gre

ss in r

elat

ion t

o p

erso

nal

dev

elopm

ent

Ad

dit

ion

al in

form

ati

on

Sta

nd

ard

s m

ay incl

ude:

co

des

of

pra

ctic

e

re

gula

tions

m

inim

um

sta

ndar

ds

nat

ional

occ

upat

ional

sta

ndar

ds

A p

ers

on

al

develo

pm

en

t p

lan

may

hav

e a

diffe

rent

nam

e but

will

rec

ord

info

rmat

ion,

such

as

agre

ed o

bje

ctiv

es f

or

dev

elopm

ent,

pro

pose

d

activi

ties

to m

eet

obje

ctiv

es,

tim

esca

les

for

revi

ew,

etc.

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

44

So

urc

es

of

sup

po

rt m

ay incl

ude:

fo

rmal

support

in

form

al s

upport

su

per

visi

on

ap

pra

isal

w

ithin

the

org

anis

atio

n

bey

ond t

he

org

anis

atio

n

Wh

o s

ho

uld

be i

nvo

lved m

ay incl

ude:

th

e in

div

idual

ca

rers

ad

voca

tes

su

per

viso

r, lin

e m

anag

er o

r em

plo

yer

oth

er p

rofe

ssio

nal

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


45

Unit 8: Select and sell optical products to meet customer needs

Unit reference number: T/602/4857

QCF level: 2

Credit value: 4


Unit aim

This unit covers selling skills and explaining the features and benefits of single vision and bifocal spectacles, coatings, accessories and spectacle lens care products. This includes explaining the pricing options, dealing effectively with objections and closing the sale.


Users of this competence will need to ensure that practice reflects up to date information and policies.

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

46

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

leg

isla

tion,

pra

ctic

e re

quirem

ents

, polic

ies

and p

roce

dure

s re

leva

nt

to t

he

sale

of

optica

l pro

duct

s

1.2

D

escr

ibe

how

to e

stab

lish a

cust

om

er’s

priorities

and r

equirem

ents

1

Under

stan

d

legis

lation,

polic

y an

d g

ood p

ract

ice

rela

ted t

o t

he

optica

l pra

ctic

e 1.3

Exp

lain

how

to e

stab

lish a

nd m

ainta

in r

apport

with c

ust

om

ers

2.1

D

escr

ibe

the

princi

ple

s of

single

vis

ion a

nd b

ifoca

l sp

ecta

cles

, co

atin

gs,

acc

esso

ries

and s

pec

tacl

e le

ns

care

pro

duct

s

2.2

D

escr

ibe

the

selli

ng s

kills

req

uired

in t

he

work

pla

ce

2.3

Exp

lain

the

stock

rec

ord

ing s

yste

ms

2.4

D

escr

ibe

effe

ctiv

e m

ethods

of

dis

pla

ying a

nd p

rese

nting p

roduct

s

2

Under

stan

d t

he

pro

cedure

s in

volv

ed in s

ellin

g

pro

duct

s

2.5

Exp

lain

the

sourc

es o

f price

info

rmat

ion

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Sel

ect

pro

duct

s w

hic

h m

eet

a cu

stom

er’s

req

uirem

ents

3.2

D

emonst

rate

the

feat

ure

s an

d b

enef

its

of

the

sele

cted

pro

duct

s to

the

cust

om

er

3.3

O

ffer

solu

tions

to a

ny

obje

ctio

ns

mad

e by

the

cust

om

er

3.4

Exp

lain

the

pre

scriptions,

fra

me

shap

es,

dec

entr

atio

n o

f le

nse

s an

d

the

impac

t of

all th

ese

on t

he

end p

roduct

3.5

D

escr

ibe

the

mat

eria

ls u

sed,

alle

rgen

s an

d t

hei

r ch

arac

terist

ics

in

han

dlin

g

3

Be

able

to

dem

onst

rate

optica

l pro

duct

s

3.6

Exp

lain

the

import

ance

of

face

shap

es in o

rder

to s

elec

t th

e bes

t pro

duct

for

cust

om

ers

4.1

Acc

ess

rele

vant

sourc

es o

f prici

ng info

rmat

ion

4.2

Cal

cula

te t

he

price

of th

e ch

ose

n p

roduct

4.3

In

form

the

cust

om

er o

f pro

motions

or

entitlem

ents

4.4

Confirm

the

ord

er w

ith t

he

cust

om

er

4.5

Li

aise

with a

clin

ical

ly q

ual

ifie

d c

olle

ague

when

appro

priat

e

4.6

Exp

lain

how

the

pay

men

t pro

cess

work

s to

the

cust

om

er

4

Be

able

to c

onduct

a

sale

s tr

ansa

ctio

n

4.7

Com

ple

te t

he

sale

s tr

ansa

ctio

n

Ad

dit

ion

al in

form

ati

on

Conta

ct len

ses

and t

hei

r ac

cess

ories

are

not

incl

uded

in t

his

unit.

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

48

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


49

Unit 9: Provide a spectacle collection service

Unit reference number: A/602/4861

QCF level: 2

Credit value: 4


Unit aim

This unit covers receiving spectacles from the supplier, making any small adjustments to suit the customer's specific needs and completing the sale with the customer. It includes advising the customer on the handling and care of spectacles, accessories and after-sales service.



Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

50

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

pra

ctic

e/G

OC r

equirem

ents

, polic

ies

and p

roce

dure

s

1.2

D

escr

ibe

the

pote

ntial

conse

quen

ces

of

not

follo

win

g,

pra

ctic

e re

quirem

ents

, polic

ies

and p

roce

dure

s

1

Under

stan

d p

olic

y an

d g

ood p

ract

ice

rela

ted t

o t

he

optica

l pra

ctic

e 1.3

Exp

lain

the

limitat

ions

of

ow

n a

uth

ority

and r

esponsi

bili

ties

2.1

Chec

k th

at t

he

spec

tacl

es r

ecei

ved f

rom

the

supplie

r m

atch

all

aspec

ts o

f th

e ord

er

2.2

Rec

ord

any

dis

crep

anci

es a

nd d

efec

ts

2.3

Tak

e an

y re

med

ial ac

tion r

equired

2.4

Cle

an a

nd s

et u

p t

he

spec

tacl

es a

nd s

tore

the

spec

tacl

es r

eady

for

colle

ctio

n

2.5

In

form

the

cust

om

er t

hat

the

spec

tacl

es a

re r

eady

for

colle

ctio

n

2.6

Exp

lain

how

to u

se t

he

pra

ctic

e fo

cim

eter

/len

smet

er

2

Be

able

to v

erify

that

the

spec

tacl

es

mee

t th

e ord

er

spec

ific

atio

n

2.7

Exp

lain

the

pro

cess

for

the

sele

ctio

n a

n u

se o

f cl

eanin

g m

ater

ials

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

spec

tacl

e le

ns

and f

ram

e m

ater

ials

and c

har

acte

rist

ics

to

enab

le s

uitab

le a

dju

stm

ents

3.2

Sel

ect

equip

men

t an

d t

ools

appro

priat

e fo

r th

e w

ork

and u

se in

acco

rdan

ce w

ith p

ract

ice

polic

ies

and p

roce

dure

s an

d s

afet

y re

quirem

ents

3.3

M

ake

any

adju

stm

ents

to f

ram

es w

ithout

dam

agin

g t

hem

3.4

Exp

lain

the

adju

stm

ents

whic

h m

ay h

ave

to b

e m

ade

and h

ow

this

is

carr

ied o

ut

3.5

Li

aise

with t

eam

mem

ber

s in

acc

ord

ance

with p

ract

ice

polic

y an

d G

OC

rule

s an

d r

egula

tions

3.6

In

form

the

cust

om

er o

f th

e det

ails

of

the

adju

stm

ents

3.7

Confirm

that

adju

stm

ent

is c

om

ple

ted a

nd c

hec

k ag

ainst

the

requirem

ents

and t

o t

he

cust

om

er’s

sat

isfa

ctio

n

3

Be

able

to m

ake

sim

ple

adju

stm

ents

to

spec

tacl

es

3.8

Exp

lain

the

action t

o b

e ta

ken if ad

just

men

ts c

annot

be

mad

e or

the

spec

tacl

es a

re d

amag

ed

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

52

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Advi

se t

he

cust

om

er t

hat

the

spec

tacl

es a

re a

vaila

ble

and e

xpla

in t

he

fitt

ing p

roce

dure

4.2

Confirm

the

visi

on a

nd c

om

fort

of

the

spec

tacl

es w

ith t

he

cust

om

er

4.3

Exp

lain

how

to c

onfirm

the

visi

on a

nd c

om

fort

of

spec

tacl

es

4.4

Confirm

that

cust

om

er is

hap

py

with v

isio

n a

nd c

om

fort

4.5

Chec

k an

y pro

ble

ms

with t

he

spec

tacl

es s

upplie

d a

re iden

tified

, re

ctifie

d w

ithin

the

limits

of

ow

n r

esponsi

bili

ty o

r re

ferr

ed t

o t

he

rele

vant

per

son f

or

action

4.6

Cle

an,

han

dle

and p

acka

ge

spec

tacl

es in a

ccord

ance

with p

ract

ice

polic

ies

and p

roce

dure

s

4.7

Com

ple

te t

he

finan

cial

tra

nsa

ctio

n u

sing a

ppro

priat

e m

ethod o

f pay

men

t or

entitlem

ents

4

Be

able

to

dis

trib

ute

sp

ecta

cles

to

cust

om

ers

4.8

D

escr

ibe

the

met

hods

of

pay

men

t av

aila

ble

5.1

D

escr

ibe

how

to e

stab

lish a

nd m

ainta

in r

apport

with c

ust

om

ers

5.2

D

emonst

rate

how

to s

tore

, cl

ean a

nd h

andle

the

spec

tacl

es

5.3

Advi

se c

ust

om

ers

of

any

adap

tion/s

req

uired

5.4

Rec

om

men

d t

o t

he

cust

om

er a

cces

sories

appro

priat

e fo

r th

e sp

ecta

cles

with info

rmat

ion o

n h

ow

to u

se t

hem

5

Be

able

to a

dvi

se

cust

om

ers

on t

he

care

and a

fter

car

e of

thei

r sp

ecta

cles

5.5

Pro

vide

info

rmat

ion o

the

cust

om

er o

f an

y af

ter

sale

s se

rvic

e an

d

arra

ngem

ents

for

any

furt

her

appoin

tmen

ts

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

53

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


54

Unit 10: Determine facial, frame and spectacle lens measurements

Unit reference number: F/602/4859

QCF level: 2

Credit value: 4


Unit aim

This unit is about ensuring the correct fit of spectacle frames and to ensure that the lenses are positioned to give optimum visual benefits. It requires the knowledge needed to deal with lens designs including those for prescriptions up to +/- 9.75 D sphere and +/- 6.00 DC in single vision, bifocal and progressive.



Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

55

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

leg

al a

nd p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s re

leva

nt

to o

bta

inin

g m

easu

rem

ents

1.2

D

escr

ibe

monocu

lar

CD

s, inte

r-pupill

ary

dis

tance

, optica

l ce

ntr

es,

lens

dec

entr

atio

n

1.3

D

escr

ibe

how

to r

ecognis

e ocu

lar

asym

met

ry

1.4

D

escr

ibe

the

char

acte

rist

ics

of

fram

e ty

pes

and t

he

appro

priat

e m

easu

rem

ents

to t

ake

1.5

D

escr

ibe

how

to o

bta

in a

ll m

easu

rem

ents

acc

ura

tely

1.6

Id

entify

the

units

of

mea

sure

men

ts u

sed

1

Under

stan

d t

he

pro

cedure

s in

volv

ed in

obta

inin

g

mea

sure

men

ts

1.7

Exp

lain

the

adva

nta

ges

and d

isad

vanta

ges

of

various

types

of

fram

es

and len

ses

for

fit

and c

om

fort

2.1

Exp

lain

pro

cedure

s to

the

cust

om

er

2.2

Exp

lain

the

purp

ose

of

taki

ng m

easu

rem

ents

2.3

Li

aise

with t

eam

mem

ber

s in

acc

ord

ance

with p

ract

ice

polic

y

2

Be

able

to o

bta

in

faci

al

mea

sure

men

ts

2.4

Tak

e an

d r

ecord

fac

ial m

easu

rem

ents

usi

ng e

quip

men

t in

acc

ord

ance

w

ith p

ract

ice

polic

y

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Ass

ess

the

suitab

ility

of

the

chose

n f

ram

e fo

r st

yle,

siz

e an

d c

om

fort

3.2

M

easu

re a

nd r

ecord

the

size

of

fram

e re

quired

for

suitab

ility

3.3

Confirm

suitab

ility

and a

vaila

bili

ty

3.4

Com

ple

te t

he

fitt

ing p

roce

ss

3

Be

able

to a

sses

s th

e fit

of

fram

es

3.5

Exp

lain

the

import

ance

of BVD

and p

anto

scopic

angle

4.1

Chec

k th

at t

he

pre

scription d

ata

and s

pec

tacl

e le

ns

spec

ific

atio

n a

re

reco

rded

, in

acc

ord

ance

with p

ract

ice

polic

ies

and p

roce

dure

s co

nfirm

ed/c

hec

ked f

or

accu

racy

and in a

ccord

ance

with E

LR

4.2

Chec

k m

easu

rem

ents

fro

m p

revi

ous

spec

tacl

es

4.3

Confirm

the

mea

sure

men

ts f

or

single

vis

ion a

nd b

ifoca

l le

nse

s

4.4

Li

aise

with c

linic

ally

qual

ifie

d c

olle

ague

when

appro

priat

e

4.5

Chec

k th

at t

he

pre

scription w

ill b

e under

stan

dab

le t

o t

he

man

ufa

cture

r

4.6

Com

ple

te d

ocu

men

tation a

nd s

tore

info

rmat

ion in a

ccord

ance

with

pra

ctic

e polic

ies

and p

roce

dure

s

4

Be

able

to t

ake

spec

tacl

e le

ns

mea

sure

men

ts

4.7

Confirm

len

s su

itab

ility

and a

vaila

bili

ty

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


57

Unit 11: Provide a spectacle repair and adjustment service


QCF level: 2

Credit value: 3


Unit aim

This unit covers the repair and adjustment of spectacles. It includes using questioning skills with the customer to identify the problem, calculating the cost of the repair or adjustment and arranging for or making the repair or adjustment.



Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

58

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

leg

isla

tion,

pra

ctic

e re

quirem

ents

, polic

ies

and p

roce

dure

s

1

Under

stan

d p

olic

y an

d g

ood p

ract

ice

rela

ted t

o t

he

optica

l pra

ctic

e

1.2

D

escr

ibe

the

pote

ntial

conse

quen

ces

of

not

follo

win

g p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s

2.1

Exa

min

e sp

ecta

cles

and c

onfirm

them

as

acce

pta

ble

for

adju

stm

ent

or

repai

r

2.2

Id

entify

if

the

work

is

cove

red b

y w

arra

nty

or

guar

ante

e

2.3

Pr

ovi

de

an w

ritt

en/v

erbal

est

imat

e of

cost

to t

he

cust

om

er

2.4

Exp

lain

colle

ctio

n a

rran

gem

ents

to t

he

cust

om

er

2.5

Exp

lain

the

criter

ia f

or

on-s

ite

or

off-s

ite

repai

r or

adju

stm

ent

2.6

Confirm

arr

angem

ents

for

the

repai

r, a

dju

stm

ent

or

quota

tion w

ith

the

rele

vant

per

son a

nd/o

r su

pplie

r

2.7

D

espat

ch s

pec

tacl

es t

o t

he

rele

vant

per

son/

supplie

r w

ith s

upport

ing

docu

men

tation

2.8

Exp

lain

the

range

of

fram

e m

ater

ials

and t

hei

r ch

arac

terist

ics

2

Be

able

to a

rran

ge

for

spec

tacl

es t

o b

e ad

just

ed a

nd

repai

red

2.9

Exp

lain

the

rele

vance

of

CE m

arki

ngs

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

and c

onfirm

the

spec

tacl

es t

o b

e ad

just

ed

3.2

H

andle

spec

tacl

es w

ithout

dam

agin

g t

hem

3.3

Exp

lain

the

types

of

adju

stm

ents

whic

h c

an b

e ca

rrie

d o

ut

and t

hei

r co

nse

quen

ces

and lim

itat

ions

3.4

Sel

ect

equip

men

t an

d t

ools

appro

priat

e fo

r th

e w

ork

bei

ng c

arried

out

in a

ccord

ance

with m

anufa

cture

rs a

nd p

ract

ice

inst

ruct

ions

3.5

Ref

er t

o o

r co

nsu

lt w

ith a

rel

evan

t per

son w

her

e as

sist

ance

is

nee

ded

w

ith t

he

adju

stm

ent

3.6

In

form

the

cust

om

er o

f det

ails

of

the

adju

stm

ent/

s

3.7

Car

ry o

ut

the

adju

stm

ent

safe

ly a

nd h

ygie

nic

ally

3.8

Exp

lain

what

is

cove

red a

nd n

ot

cove

red in a

war

ranty

3.9

Exp

lain

the

diffe

rence

s bet

wee

n,

guar

ante

e, w

arra

nty

and t

imes

cale

s fo

r ea

ch

3

Be

able

to a

dju

st

spec

tacl

es

3.1

0

Exp

lain

the

rest

rict

ions/

legal

itie

s pla

ced o

n s

afet

y gla

sses

reg

ardin

g

adju

stm

ent/

repai

r

Ad

dit

ion

al in

form

ati

on

The

lear

ner

should

be

awar

e of

the

requirem

ents

of

the

Sal

e of

Goods

Act

and t

he

rest

rict

ions

on t

he

repai

r of

safe

ty g

lass

es.

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

60


61

Unit 12: Process optical prescriptions and order optical products

Unit reference number: T/602/4860

QCF level: 2

Credit value: 4


Unit aim

This unit covers the reading, measurement, documentation and understanding of prescriptions for spectacles. This includes the transposition of prescriptions to the required format and the processing of prescriptions and optical products as required by the practice



Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

62

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

why

it is

import

ant

to a

pply

GO

C/p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s

1.2

D

escr

ibe

the

pote

ntial

conse

quen

ces

of

not

follo

win

g p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s

1

Under

stan

d p

olic

y an

d g

ood p

ract

ice

rela

ted t

o t

he

optica

l pra

ctic

e

1.3

Exp

lain

the

limitat

ions

of

ow

n a

uth

ority

and r

esponsi

bili

ties

2.1

Chec

k th

e cu

stom

er’s

lat

est

pre

scription d

etai

ls f

or

accu

racy

, in

ac

cord

ance

with G

OC r

ule

s an

d r

egula

tion a

nd v

alid

ity

2.2

O

bta

in r

elev

ant

mea

sure

men

ts f

rom

curr

ent

spec

tacl

es t

o e

stab

lish

pre

scription

2.3

Exp

lain

the

info

rmat

ion r

equired

fro

m p

resc

riptions

and h

ow

to g

ather

th

is

2.4

Confirm

the

det

ails

of

the

conditio

n,

des

ign,

type,

mat

eria

ls a

nd

man

ufa

cture

r of

exis

ting s

pec

tacl

es a

re a

ccura

te a

nd c

om

ple

te

2.5

Exp

lain

how

cen

trat

ion a

nd o

ther

mea

sure

men

ts a

re o

bta

ined

2

Be

able

to v

erify

spec

tacl

e pre

scriptions

2.6

Li

aise

with a

clin

ical

ly q

ual

ifie

d c

olle

ague

when

appro

priat

e

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

escr

ibe

the

types

of

pre

scriptions

avai

lable

and r

elat

ed e

ntitlem

ents

3.2

Confirm

the

pre

scription is

curr

ent

and t

her

e ar

e no e

rrors

or

om

issi

ons

3.3

Pro

vide

info

rmat

ion t

o t

he

cust

om

er a

ccord

ing t

o t

hei

r nee

ds

3.4

Li

aise

with t

eam

mem

ber

s in

acc

ord

ance

with p

ract

ice

polic

y

3.5

Exp

lain

how

to t

ransp

ose

pre

scriptions

in a

n a

ccura

te m

anner

to

com

par

e th

e diffe

rent

form

ats

in u

se

3

Be

able

to r

ecord

optica

l pre

scription

det

ails

3.6

Com

ple

te d

ocu

men

tation,

in a

ccord

ance

with p

ract

ice

polic

ies

and

pro

cedure

s

4.1

Confirm

the

cust

om

ers’

and p

resc

riber

s’ a

gre

emen

t w

ith t

he

pre

scription a

rran

gem

ents

4.2

Pr

ovi

de

det

ails

of

cost

and e

xpec

ted d

eliv

ery

dat

e to

the

cust

om

er

4.3

Exp

lain

the

range

of

docu

men

tation w

hic

h n

eeds

to b

e co

mple

ted

4.4

Confirm

with t

he

cust

om

er t

hei

r pre

scription/b

enef

it e

ntitlem

ents

4.5

Pr

oce

ss t

he

pre

scription w

ith t

he

appro

ved m

anufa

cture

r or

supplie

r

4.6

Com

ple

te d

ocu

men

tation f

ully

, ac

cura

tely

, le

gib

ly a

nd in a

tim

ely

man

ner

4

Be

able

to p

roce

ss

optica

l pre

scriptions

4.7

Exp

lain

the

diffe

rence

bet

wee

n N

HS,

Priv

ate,

HES a

nd p

riva

te

consu

ltat

ion p

resc

riptions

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

64

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


65

Unit 13: Carry out routine optical screening procedures

Unit reference number: Y/602/4866

QCF level: 3

Credit value: 4


Unit aim

This unit covers the routine screening of customers for non-contact tonometry, auto-refraction and field screening. The tests and procedures and data collection are carried out under the supervision of a qualified person.



Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

66

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

why

it is

import

ant

to a

pply

GO

C/p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s

1

Under

stan

d p

olic

y an

d g

ood p

ract

ice

rela

ted t

o t

he

optica

l pra

ctic

e 1.2

D

escr

ibe

the

pote

ntial

conse

quen

ces

of

not

follo

win

g p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s

2.1

Exp

lain

how

to e

stab

lish a

nd m

ainta

in a

rap

port

with c

ust

om

ers

2.2

Conve

y in

form

atio

n t

o t

he

cust

om

er a

bout

the

scre

enin

g t

ests

to b

e ca

rrie

d o

ut

2.3

G

ain v

alid

conse

nt

for

the

test

s to

be

carr

ied o

ut

within

ow

n

resp

onsi

bili

ty

2.4

Res

pond t

o r

eques

ts f

or

info

rmat

ion f

rom

the

cust

om

er

2.5

Acc

ess

cust

om

er d

etai

ls f

rom

exi

stin

g r

ecord

s w

hen

ava

ilable

and

confirm

with t

he

cust

om

er

2.6

Rec

ord

new

cust

om

er d

etai

ls in lin

e w

ith loca

l polic

ies

and p

roce

dure

s

2

Be

able

to

det

erm

ine

the

pro

cedure

s to

be

carr

ied o

ut

with

cust

om

ers

2.7

D

escr

ibe

the

range

and c

har

acte

rist

ics

of

scre

enin

g t

ests

ava

ilable

and

how

thes

e ar

e ca

rrie

d o

ut

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Est

ablis

h t

hat

the

cust

om

er is

com

fort

able

for

the

scre

enin

g t

o b

e ca

rrie

d o

ut

3.2

O

bta

in a

nd c

onfirm

a c

ust

om

er’s

rec

ord

s an

d d

etai

ls

3.3

Exp

lain

the

test

s to

be

per

form

ed w

ith a

cust

om

er a

s direc

ted b

y th

e qual

ifie

d p

erso

n

3.4

Exp

lain

the

gen

eral

princi

ple

s of

visu

al f

ield

s th

eory

and t

he

eye

conditio

ns

that

can

be

det

ecte

d

3.5

D

escr

ibe

the

gen

eral

princi

ple

s of

gla

uco

ma,

cat

arac

ts a

nd d

iabet

es

and t

he

effe

ct o

f th

ese

conditio

ns

on t

he

eye

3.6

Consu

lt w

ith a

rel

evan

t per

son w

her

e an

y an

om

alie

s or

com

ple

x is

sues

are

iden

tified

3.7

Confirm

the

equip

men

t to

be

use

d is

avai

lable

and f

it f

or

use

3

Be

able

to p

repar

e to

car

ry o

ut

optica

l sc

reen

ing

pro

cedure

s

3.8

Exp

lain

the

range

of

scre

enin

g t

ests

ava

ilable

and h

ow

they

are

ca

rrie

d o

ut

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

In

form

the

cust

om

er a

bout

the

scre

enin

g r

equirem

ents

and c

onfirm

th

eir

under

stan

din

g

4.2

Apply

sta

ndar

d p

reca

utions

for

hyg

iene

pro

cedure

s

4.3

Car

ry o

ut

the

scre

enin

g r

outines

in a

ccord

ance

with m

anufa

cture

r’s

inst

ruct

ions

ensu

ring s

afe

usa

ge

of

equip

men

t an

d c

ust

om

er s

afet

y an

d e

quip

men

t

4.4

D

escr

ibe

the

purp

ose

s of

scre

enin

g e

quip

men

t

4.5

Ref

er d

ifficu

ltie

s in

car

ryin

g o

ut

the

test

s or

signific

ant

variat

ions

in

dat

a to

a q

ual

ifie

d p

erso

n

4.6

Car

ry o

ut

the

pro

cess

within

the

reco

mm

ended

tim

esca

les

pro

mptly

4.7

Rec

ord

res

ults

in a

ccord

ance

with p

ract

ice

polic

ies

and p

roce

dure

s

4.8

Conduct

a h

andove

r to

the

nex

t st

age

in t

he

pro

cess

in a

ccord

ance

w

ith p

ract

ice

polic

ies

and p

roce

dure

s

4

Be

able

to c

onduct

optica

l sc

reen

ing

pro

cedure

s

4.9

Exp

lain

why

it is

import

ant

not

to o

ffer

com

men

t or

dia

gnosi

s to

the

cust

om

er a

nd a

ll re

sults

hav

e to

be

han

ded

to t

he

clin

icia

n w

ho w

ill

then

dis

cuss

with c

ust

om

er

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


69

Unit 14: Provide a contact lens collection service


QCF level: 2

Credit value: 5


Unit aim

This unit covers the supply of contact lenses including checking the prescription and demonstrating to the customer how to fit, care and store contact lenses. It also includes the after-care arrangements, out-of-hours service and arrangements for further appointments.



Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

70

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

why

it is

import

ant

to a

pply

pra

ctic

e re

quirem

ents

, polic

ies

and p

roce

dure

s

1

Under

stan

d p

olic

y an

d g

ood p

ract

ice

rela

ted t

o t

he

optica

l pra

ctic

e 1.2

D

escr

ibe

the

pote

ntial

conse

quen

ces

of

not

follo

win

g p

ract

ice

requirem

ents

, polic

ies

and p

roce

dure

s

2.1

Confirm

that

conta

ct len

ses

rece

ived

fro

m t

he

supplie

r or

stock

mat

ch

the

ord

er r

eques

ted

2.2

Confirm

the

cust

om

ers’

pre

scription m

atch

es c

onta

ct len

ses’

sp

ecific

atio

n

2.3

Rec

ord

and t

ake

rem

edia

l ac

tion f

or

any

iden

tified

dis

crep

anci

es o

r def

ects

2.4

Pr

epar

e an

d s

tore

the

conta

ct len

ses

read

y fo

r co

llect

ion in

acco

rdan

ce w

ith loca

l polic

ies

and p

roce

dure

s

2.5

Advi

se t

he

cust

om

er t

hat

len

ses

are

read

y fo

r co

llect

ion

2.6

D

escr

ibe

spher

ical

, to

ric

and m

ultifoca

l co

nta

ct len

ses

and u

nits

of

mea

sure

men

ts

2

Be

able

to v

erify

conta

ct len

s ord

ers

and p

resc

riptions

2.7

Exp

lain

the

types

of

mat

eria

ls u

sed in c

onta

ct len

ses

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

how

to e

stab

lish a

nd m

ainta

in r

apport

with c

ust

om

ers

3.2

Confirm

the

cust

om

er is

confiden

t w

ith t

he

routine

lens

fitt

ing

pro

cedure

s

3.3

D

emonst

rate

to t

he

cust

om

er h

ow t

o inse

rt,

rem

ove

and c

entr

e co

nta

ct len

ses

3.4

Ensu

re w

hen

a c

ust

om

er r

equires

chec

ks o

n v

isio

n,

fit

and c

om

fort

, th

ey a

re r

efer

red t

o a

conta

ct len

s optici

an

3.5

Ensu

re t

hat

wher

e an

om

alie

s or

com

ple

x re

quirem

ents

are

iden

tified

, a

rele

vant

per

son is

consu

lted

3.6

Id

entify

any

difficu

ltie

s an

d p

roble

ms

and r

efer

to t

he

rele

vant

per

son

for

assi

stan

ce

3.7

Confirm

the

wea

ring s

ched

ule

with t

he

cust

om

er a

s ag

reed

with t

he

conta

ct len

s optici

an

3.8

Exp

lain

how

to m

ainta

in h

ygie

ne

pro

cedure

s fo

r co

nta

ct len

ses

3

Be

able

to

dis

trib

ute

conta

ct

lense

s to

cu

stom

ers

3.9

Confirm

aft

erca

re t

imes

cale

s an

d a

rran

gem

ents

for

chec

k ups

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

72

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

D

emonst

rate

to t

he

cust

om

er h

ow

to r

outinel

y han

dle

, st

ore

and c

are

for

thei

r co

nta

ct len

ses

4.2

D

escr

ibe

the

types

of

mat

eria

ls u

sed f

or

conta

ct len

ses

4.3

Pr

ovi

de

conta

ct len

s cl

eanin

g inst

ruct

ions

to t

he

cust

om

er a

nd e

xpla

in

how

they

should

be

clea

ned

4.4

Id

entify

suitab

le a

cces

sories

and s

olu

tions

for

the

cust

om

er

4.5

Exp

lain

rel

evan

t st

andar

ds

and s

tatu

tory

req

uirem

ents

rel

atin

g t

o

conta

ct len

s sp

ecific

atio

ns

4.6

Exp

lain

wher

e th

e w

earing o

f le

nse

s m

ay b

e ill

-advi

sed

4.7

M

ake

arra

ngem

ents

for

routine

afte

rcar

e vi

sits

4

Be

able

to a

dvi

se

cust

om

ers

on

conta

ct len

s han

dlin

g a

nd c

are

requirem

ents

4.8

Exp

lain

the

limitat

ions

on a

dvi

ce t

o e

xter

nal

/inte

rnet

supply

cu

stom

ers

5.1

Exp

lain

the

range

of

lense

s av

aila

ble

and t

hei

r ben

efits

5.2

Exp

lain

the

import

ance

of

continuin

g a

nd r

egula

r af

ter-

care

with t

he

cust

om

er

5.3

D

escr

ibe

the

types

of

pro

ble

ms

whic

h c

an o

ccur

when

wea

ring c

onta

ct

lense

s

5.4

In

form

the

cust

om

er o

f th

e re

call

pro

cedure

5.5

Advi

se t

he

cust

om

er o

f ac

tions

to t

ake

should

adve

rse

reac

tions

occ

ur

5.6

Advi

se t

he

cust

om

er o

f th

e out-

of-

hours

and a

fter

-sal

es s

ervi

ce

avai

lable

5.7

Com

ple

te o

uts

tandin

g d

ocu

men

tation a

nd a

dm

inis

trat

ion in

acco

rdan

ce w

ith p

ract

ice

polic

ies

and p

roce

dure

s

5

Be

able

to a

dvi

se

the

cust

om

er o

n

afte

r-ca

re

pro

cedure

s fo

r co

nta

ct len

ses

5.8

Com

ple

te t

he

han

dove

r pro

cess

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

73

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Exp

lain

ext

ernal

cust

om

er a

fter

car

e re

quirem

ents

6.2

Exp

lain

how

to a

rran

ge

inte

rnet

supply

cust

om

ers

afte

rcar

e ap

poin

tmen

ts

6.3

D

escr

ibe

the

appoin

tmen

t ty

pes

ava

ilable

. Exp

lain

the

advi

ce p

rovi

ded

to

cust

om

ers

prior

to a

ppoin

tmen

ts —

wea

ring t

imes

bef

ore

chec

k up,

what

to b

ring t

o c

hec

k up

6

Be

able

to c

arry

out

afte

r ca

re

pro

cedure

s

6.4

Exp

lain

GO

C r

ule

s an

d r

egula

tions

and lim

itat

ions

on a

uth

ority

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


74

Unit 15: Dress visual merchandising displays to attract customers

Unit reference number: H/503/5696

QCF level: 2

Credit value: 7


Unit aim

This unit is for visual merchandising specialists and is about following guidelines for dressing in-store and window displays in ways that promote sales. It involves making judgements about how best to achieve the visual effect you need, while working within your company’s policy for visual design. It is also about evaluating finished displays and sorting out any problems you identify.


Unit assessment: If the Assessor does not have the technical competence this unit may be assessed by an Expert Witness.

Assessment must be carried out in line with the People 1st Assessment Principles in Annexe C.

Specific evidence requirement: Simulation is not allowed for any performance evidence within this unit.

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

75

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

diffe

rent

purp

ose

s of vi

sual

mer

chan

dis

ing d

ispla

ys

1.2

Exp

lain

how

vis

ual

mer

chan

dis

ing d

ispla

ys c

an a

chie

ve a

dd-o

n s

ales

1

Under

stan

d t

he

purp

ose

of

visu

al

mer

chan

dis

ing

dis

pla

ys

1.3

Exp

lain

why

add-o

n s

ales

are

im

port

ant

to t

he

org

anis

atio

n

2.1

Exp

lain

the

import

ance

of

visu

al m

erch

andis

ing d

ispla

ys in r

etai

l en

viro

nm

ents

2.2

Exp

lain

the

import

ance

of

bei

ng a

war

e of

tren

ds

rela

ting t

o v

isual

m

erch

andis

ing

2.3

Exp

lain

how

pro

ps,

pro

toty

pes

, dre

ssin

gs

and f

ixtu

res

crea

te v

isual

ef

fect

s w

ithin

dis

pla

ys

2

Under

stan

d h

ow

vi

sual

m

erch

andis

ing

dis

pla

ys a

chie

ve

thei

r in

tended

purp

ose

s

2.4

Exp

lain

why

diffe

rent

kinds

of

mer

chan

dis

e nee

d d

iffe

rent

appro

aches

to

dis

pla

y

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

76

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Po

sition m

erch

andis

e, s

ignag

e an

d g

raphic

s w

ithin

dis

pla

ys:

in

way

s th

at a

ttra

ct t

he

atte

ntion a

nd inte

rest

of

targ

et c

ust

om

ers

to

pro

vide

the

info

rmat

ion t

hat

cust

om

ers

nee

d

in

lin

e w

ith o

rgan

isat

ional

vis

ual

mer

chan

dis

ing g

uid

elin

es

3.2

G

roup m

erch

andis

e w

ithin

dis

pla

ys in w

ays

that

suit:

th

e purp

ose

of

the

dis

pla

y

th

e st

yle

of

the

dis

pla

y

th

e in

tended

foca

l poin

ts o

f th

e dis

pla

y

th

e an

gle

s fr

om

whic

h c

ust

om

ers

will

vie

w t

he

dis

pla

y

th

e se

lling f

eatu

res

of

the

mer

chan

dis

e

th

e vi

sual

effec

t sp

ecifie

d b

y th

e des

ign b

rief

3.3

Ass

ess

whet

her

the

dis

pla

y’s

lighting m

eets

the

des

ign b

rief

in

achie

ving t

he

required

vis

ual

effec

ts a

nd a

tmosp

her

e

3.4

Chec

k th

at t

he

finis

hed

dis

pla

y m

eets

org

anis

atio

nal

req

uirem

ents

for:

hea

lth a

nd s

afet

y

se

curity

ea

sy a

cces

s

3

Be

able

to d

ress

in-

store

dis

pla

ys a

nd

win

dow

dis

pla

ys

3.5

See

k per

mis

sion f

rom

the

des

ignat

ed p

erso

n t

o c

han

ge

dis

pla

ys w

hen

th

is is

not

within

ow

n a

uth

ority

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

77

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


78

Unit 16: Display stock to promote sales to customers in a retail environment

Unit reference number: M/503/5684

QCF level: 2

Credit value: 5


Unit aim

This unit is about three aspects of displaying stock attractively. Firstly, it involves checking that the display area is suitable and preparing to set up the display. Secondly, it is about setting up and dismantling displays. Thirdly, it is concerned with labelling stock on display. This unit is suitable for sales assistants who are not visual merchandising specialists.


It is likely that the main source of evidence for this unit will be observation. Other forms of evidence e.g. work products, questioning, witness testimony, professional discussion etc may be required to support the claim to competence. Evidence should come from the work environment and needs to show that the line manager has been involved in the assessment process.

Assessment must be carried out in line with the People 1st Assessment Principles (see Annexe C).


Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

79

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

import

ance

of

chec

king f

or

pote

ntial

hea

lth

and s

afet

y is

sues

bef

ore

set

ting u

p

and d

ism

antlin

g

dis

pla

ys

1.1

Exp

lain

the

import

ance

of

chec

king f

or

pote

ntial

hea

lth a

nd s

afet

y is

sues

bef

ore

set

ting u

p a

nd d

ism

antlin

g d

ispla

ys

2

Under

stan

d h

ow

dis

pla

ys h

elp t

o

pro

mote

sal

es

2.1

Exp

lain

how

sal

es c

an b

e pro

mote

d b

y:

th

e ef

fect

ive

use

of

spac

e in

a d

ispla

y

th

e posi

tionin

g o

f pro

duct

s w

ithin

a d

ispla

y

th

e use

of

label

ling in a

dis

pla

y

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

80

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

escr

ibe

the

legal

req

uirem

ents

for

label

ling p

roduct

s in

a d

ispla

y

3

Know

about

legal

re

quirem

ents

for

label

ling p

roduct

s in

a d

ispla

y

3.2

Sta

te w

hat

can

hap

pen

if

legal

req

uirem

ents

for

label

ling p

roduct

s in

a

dis

pla

y ar

e not

met

4.1

Id

entify

the

per

son o

r peo

ple

who c

an p

rovi

de

advi

ce if

any

pro

ble

ms

aris

e w

ith t

he

spac

e or

oth

er r

esourc

es n

eeded

to p

repar

e a

dis

pla

y as

in

stru

cted

4.2

Pe

rform

chec

ks o

n t

he

spac

e av

aila

ble

for

a dis

pla

y to

ensu

re t

hat

:

th

ere

is e

nough s

pac

e fo

r th

e dis

pla

y

th

e dis

pla

y w

ill n

ot

cause

an o

bst

ruct

ion

4

Be

able

to e

stab

lish

the

avai

labili

ty o

f sp

ace

and o

ther

re

sourc

es n

eeded

fo

r a

dis

pla

y

4.3

Pe

rform

chec

ks t

o e

nsu

re t

hat

the

mat

eria

ls,

equip

men

t an

d s

tock

nee

ded

for

the

dis

pla

y ar

e:

av

aila

ble

in

work

ing o

rder

5

Be

able

to p

repar

e a

dis

pla

y ar

ea f

or

use

in a

ret

ail

envi

ronm

ent

5.1

Pr

epar

e a

dis

pla

y ar

ea f

or

use

, en

suring t

hat

the

area

is:

cl

ear

of

any

item

s not

wan

ted f

or

the

dis

pla

y

cl

ean

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Set

up a

dis

pla

y:

usi

ng s

afe

work

ing p

ract

ices

in

lin

e w

ith p

lans

w

ithin

the

tim

e al

low

ed

m

inim

isin

g t

he

inco

nve

nie

nce

cau

sed t

o o

ther

peo

ple

nea

rby

6.2

Chec

k th

at t

he

finis

hed

dis

pla

y:

has

the

leve

ls o

f st

ock

nee

ded

is

cle

an,

tidy

and s

afe

for

use

6

Be

able

to s

et u

p a

dis

pla

y in

a r

etai

l en

viro

nm

ent

6.3

Cle

ar t

he

area

wher

e th

e dis

pla

y has

bee

n s

et u

p o

f an

y eq

uip

men

t,

exce

ss m

ater

ials

and w

aste

in lin

e w

ith o

rgan

isat

ional

pro

cedure

s

7.1

Per

form

chec

ks t

o e

nsu

re t

hat

the

info

rmat

ion o

n lab

els

mee

ts leg

al

and o

rgan

isat

ional

req

uirem

ents

bef

ore

incl

udin

g lab

els

in a

dis

pla

y

7.2

Id

entify

the

per

son w

ho s

hould

be

told

about

any

info

rmat

ion o

n

label

s th

at n

eeds

chan

gin

g

7

Be

able

to lab

el a

dis

pla

y of

stock

in

a re

tail

envi

ronm

ent

7.3

Posi

tion lab

els

in lin

e w

ith o

rgan

isat

ional

req

uirem

ents

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

82

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

D

ism

antle

the

dis

pla

y:

usi

ng s

afe

work

ing p

ract

ices

w

ithin

the

tim

e al

low

ed

m

inim

isin

g t

he

inco

nve

nie

nce

cau

sed t

o o

ther

peo

ple

nea

rby

8

Be

able

to

dis

man

tle

a dis

pla

y in

a r

etai

l en

viro

nm

ent

8.2

Cle

ar t

he

area

wher

e th

e dis

pla

y has

bee

n d

ism

antled

of

any

equip

men

t or

exce

ss m

ater

ials

:

sa

fely

usi

ng t

he

des

ignat

ed s

tora

ge

or

dis

posa

l fa

cilit

ies

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


83

Unit 17: Process payments for purchases in a retail environment


QCF level: 2

Credit value: 4


Unit aim

This unit is about providing service to the customer at point of sale (POS). This involves sorting out pricing problems, spotting faulty goods, checking that payments are acceptable and storing payments securely.


It is likely that the main source of evidence for this unit will be observation. Other forms of evidence e.g. work products, questioning, witness testimony, professional discussion etc. may be required to support the claim to competence. Evidence should come from the work environment and needs to show that the line manager has been involved in the assessment process.



Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

84

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

cust

om

er’s

rig

hts

and t

he

org

anis

atio

n’s

duties

and

resp

onsi

bili

ties

in r

elat

ion t

o t

he

prici

ng o

f goods

1

Under

stan

d leg

al

and o

rgan

isat

ional

re

quirem

ents

for

pro

cess

ing

pay

men

ts in a

re

tail

envi

ronm

ent

1.2

Exp

lain

how

ow

n o

rgan

isat

ion d

eal w

ith s

usp

ecte

d f

raud

2.1

Res

olv

e prici

ng p

roble

ms

by:

re

ferr

ing t

o r

elia

ble

prici

ng info

rmat

ion

se

ekin

g a

dvi

ce f

rom

the

per

son w

ho c

an p

rovi

de

clar

ific

atio

n w

hen

prici

ng info

rmat

ion is

uncl

ear

or

unav

aila

ble

2.2

Tel

l cu

stom

ers

the

corr

ect

amount

to p

ay,

taki

ng a

ccount

any

spec

ial

off

ers

or

dis

counts

that

apply

2.3

Pro

cess

pay

men

ts in lin

e w

ith o

rgan

isat

ional

pro

cedure

s, w

her

e th

e pay

men

t is

acc

epta

ble

2.4

Exp

lain

how

to t

ell cu

stom

ers

tact

fully

that

pay

men

t ca

nnot

be

appro

ved

2.5

O

ffer

any

additio

nal

ser

vice

s to

cust

om

ers

2.6

Tre

at c

ust

om

ers

polit

ely

thro

ughout

the

pay

men

t pro

cess

2

Be

able

to p

roce

ss

pay

men

ts f

or

purc

has

es in a

re

tail

envi

ronm

ent

2.7

Ack

now

ledge

oth

er c

ust

om

ers

who a

re w

aiting t

o p

ay o

r be

hel

ped

in

som

e oth

er w

ay

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

85

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


86

Unit 18: Promote loyalty schemes to customers in a retail environment


QCF level: 2

Credit value: 3


Unit aim

This unit is about two aspects of promoting the store’s loyalty scheme to customers. The first is about identifying customers who are not yet members of the company’s loyalty scheme, explaining to them how the scheme works and how they would benefit from being members of the scheme. Secondly, the unit is about recognising when customers are interested in joining the loyalty scheme and helping them fill in the membership application.

For the purposes of this unit, a loyalty scheme means a scheme offered by a retailer to its customers, subject to terms and conditions under which eligible transactions are recorded as accumulated points. These points can be exchanged by the customer in the future for rewards such as vouchers, discounts or air miles. The unit is not about promoting or helping the customer apply for any kind of payment card.


It is likely that the main source of evidence for this unit will be observation or witness testimony. Other forms of evidence e.g. work products, questioning, professional discussion etc. may be required to support the claim to competence. Evidence should come from the work environment and needs to show that the line manager has been involved in the assessment process.



Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F) -

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

87

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

ben

efits

to t

he

org

anis

atio

n o

f si

gnin

g c

ust

om

ers

up t

o t

he

org

anis

atio

n’s

lo

yalty

schem

e

1.1

Exp

lain

the

ben

efits

to t

he

org

anis

atio

n o

f si

gnin

g c

ust

om

ers

up t

o t

he

loya

lty

schem

e

2

Under

stan

d t

he

import

ance

of

giv

ing c

ust

om

ers

a good im

pre

ssio

n

when

pro

moting

the

org

anis

atio

n’s

lo

yalty

schem

e

2.1

Exp

lain

the

import

ance

of

trea

ting c

ust

om

ers

polit

ely

and in a

way

th

at p

rom

ote

s goodw

ill,

when

pro

moting t

he

loya

lty

schem

e to

them

Pea

rson E

dex

cel Le

vel 2 D

iplo

ma

in O

ptica

l Ret

ail Ski

lls (

QC

F)

- S

pec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

88

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Ask

cust

om

ers

ques

tions

to d

eter

min

e:

if t

hey

are

mem

ber

s of

the

org

anis

atio

n’s

loya

lty

schem

e

if t

hey

are

inte

rest

ed in join

ing t

he

org

anis

atio

n’s

loya

lty

schem

e

3.2

D

escr

ibe

to c

ust

om

ers

the

ben

efits

to t

hem

of

join

ing t

he

loya

lty

schem

e, incl

udin

g a

ny

curr

ent

spec

ial offer

s re

lating t

o t

he

schem

e

3

Be

able

to

com

munic

ate

to

cust

om

ers

the

feat

ure

s an

d

ben

efits

of

the

org

anis

atio

n’s

lo

yalty

schem

e 3.3

Res

pond t

o a

ny

cust

om

er q

uer

ies

conce

rnin

g t

he

loya

lty

schem

e w

hile

hig

hlig

hting t

he

ben

efits

of

join

ing it

3.4

Pr

ovi

de

cust

om

ers

with a

ny

info

rmat

ion t

hey

nee

d a

bout

the

schem

e to

hel

p t

hem

to d

ecid

e w

het

her

to join

it

4.1

Ask

cust

om

ers

who a

re s

how

ing s

igns

of

inte

rest

to s

ign u

p f

or

the

loya

lty

schem

e

4.2

Pro

vide

the

loya

lty

schem

e m

ember

ship

applic

atio

n t

o c

ust

om

ers

4

Be

able

to g

ain

cust

om

ers’

co

mm

itm

ent

to t

he

org

anis

atio

n’s

lo

yalty

schem

e 4.3

Pr

ovi

de

cust

om

ers

with info

rmat

ion o

n h

ow

to c

om

ple

te t

hei

r ap

plic

atio

n f

orm

for

the

loya

lty

schem

e

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


89

12 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson Work Based Learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available on our website include:

Pearson Equality Policy

Pearson Work Based Learning Centre Guide

Edexcel UK Information Manual – Chapter 9 (updated annually)

Recognition of Prior Learning Policy.

Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications is available on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications.


90

13 Professional development and training

Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options and sector events, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

For more information on training options and upcoming events, please visit our website, www.pearsonwbl.edexcel.com//training-events. You can request customised training by completing the enquiry form on our website and we will contact you to discuss your training needs.

Support services

Face-to-face support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required. A UK map showing the Regional Quality Managers’ contact details can be found at www.btec.co.uk/support.

Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available at www.pearsonwbl.edexcel.com/Our-support.

Online forum

Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers are able to seek advice and clarification about any aspect of our qualifications and services, as well as share knowledge and information with others. The forums are sector specific and cover Business Administration, Customer Service, Health and Social Care, Hospitality and Catering and Retail. The online forum is available at www.pearsonwbl.edexcel.com/Our-support.


91

14 Contact us

We have a dedicated Account Support team, based throughout the UK, to give you more personalised support and advice. To contact your Account Specialist you can use any of the following methods:

Email: [email protected] Telephone: 0844 576 0045

If you are new to Pearson and would like to become an approved centre, please contact us at:

Email: [email protected] Telephone: 0844 576 0045

Complaints and feedback

We are working hard to provide you with excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.

If you would like to register a complaint with us, please email [email protected].

We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.


92

Annexe A: Skills for Health Assessment Principles

Skills for Health Assessment Principles for Qualifications that Assess Occupational Competence

Version 2.6 October 2012

1. Introduction

1.1 Skills for Health is the Sector Skills Council (SSC) for the UK health sector.

1.2 This document sets out those principles and approaches to Qualifications and Credit Framework (QCF) unit/qualification assessment not already described in the Regulatory Arrangements for the QCF. The information is intended to support the quality assurance processes of Awarding Organisations that offer qualifications in the Sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements.

1.3 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence in the new arrangements.

1.4 These principles apply to qualifications and the units therein that assess occupational competence i.e. those under Purpose D.

2. Assessment Principles

2.1 Learners must be registered with the Awarding Organisation before formal assessment commences.

2.2 Assessment decisions for competence based units must be made by an occupationally competent assessor primarily using evidence generated in the workplace during the learners normal work activity. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment.

2.3 Assessment decisions for competence units must be made by an assessor who meets the requirements set out in the qualification’s assessment strategy. Where the Awarding Organisation requires that the assessor holds, or is working toward, a formal QCF qualification, that qualification should be the Level 3 Certificate in Assessing Vocational Achievement. Assessors holding the D32/33 or A1 qualifications are not required to re-qualify. Where an Awarding Organisation does not expect the assessor to hold or be working toward a formal qualification we would expect that Awarding Organisation to ensure that the assessor meets the same standards of assessment practice as set out in the Learning and Development National Occupational Standard 09 Assess learner achievement.

2.4 Competence based units must include direct observation in the workplace as the primary source of evidence.


93

2.5 Simulation may only be utilised as an assessment method for learning outcomes that start with ‘be able to’ where this is specified in the assessment requirements of the unit. The use of simulation should be restricted to obtaining evidence where the evidence cannot be generated through normal work activity. Where this may be the case the use of simulation in the unit assessment strategy will be agreed with Skills for Health.

2.6 Expert witnesses can be used for direct observation where they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor.

2.7 Assessment decisions for knowledge only units must be made by an assessor qualified to make the assessment decisions as defined in the unit assessment strategy.

3. Internal Quality Assurance

3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions.

3.2 Skills for Health would expect that where the Awarding Organisation requires those responsible for internal quality assurance to hold formal QCF qualifications that these would be the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice or the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, as appropriate depending on the role of the individual. Those responsible for internal quality assurance holding the D34 or V1 qualifications are not required to re-qualify. Where an Awarding Organisation does not expect those responsible for internal quality assurance to hold or be working toward a formal QCF qualification we would expect that Awarding Organisation to ensure that those responsible for internal quality assurance meet the standard of practice set out in the Learning and Development National Occupational Standard 11 Internally monitor and maintain the quality of assessment.

4. Definitions

4.1 Occupationally competent:

This means that each assessor must be capable of carrying out the full requirements within the competence unit/s they are assessing. Occupational competence must be at unit level which might mean different assessors across a whole qualification. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained through clearly demonstrable continuing learning and professional development. This can be demonstrated through current statutory professional registration.

4.2 Occupationally knowledgeable:

This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained through clearly demonstrable continuing learning and professional development.


94

4.3 Qualified to make assessment decisions:

This means that each assessor must hold a relevant qualification or be assessing to the standard specified in the unit/qualification assessment strategy.

4.4 Qualified to make quality assurance decisions:

Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.

4.5 Expert witness:

An expert witness must:

have a working knowledge of the QCF units on which their expertise is based

be occupationally competent in their area of expertise

have EITHER a qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff.


95

Annexe B: Skills for Care and Development Assessment Principles

Skills for Care and Development QCF Assessment Principles

1. Introduction

1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social care, children, early years and young people. Its structure for realising the SSC remit is via an alliance of six organisations: Care Council for Wales, Children's Workforce Development Council, General Social Care Council, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care.

1.2 This document sets out those principles and approaches to QCF unit/qualification assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework. The information is intended to support the quality assurance processes of Awarding Organisations that offer qualifications in the Sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements

1.3 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence in the new arrangements.

1.4 Where Skills for Care and Development qualifications are joint with Skills for Health, Skill for Health will also use these assessment principles.

2. Assessment Principles

2.1 Assessment decisions for competence based learning outcomes (e.g. those beginning with’ to be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment.

2.2 Assessment decisions for competence based Learning Outcomes must be made by an assessor qualified to make assessment decisions.

2.3 Competence based assessment must include direct observation as the main source of evidence.

2.4 Simulation may only be utilised as an assessment method for competence based Lo where this is specified in the assessment requirements of the unit’.

2.5 Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor.

2.6 Assessment of knowledge based Learning Outcomes (e.g. those beginning with ‘know’ or ‘understand’) may take place in or outside of a real work environment.

2.7 Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.


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2.8 Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers.

3. Internal Quality Assurance

3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions.

4. Definitions

4.1 Occupationally competent:

This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development.

4.2 Occupationally knowledgeable:

This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development.

4.3 Qualified to make assessment decisions:

This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty the SSCs will be consulted.

4.4 Qualified to make quality assurance decisions:

Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.

4.5 Expert witness:

An expert witness must:

have a working knowledge of the QCF units on which their expertise is based

be occupationally competent in their area of expertise .

have EITHER any qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff.


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Annexe C: People 1st (Skillsmart) Assessment Principles

Contents

Section 1:

Introduction Page 98

Section 2:

Specific Assessment Principles for the Competence-based Qualifications Page 101

Appendix 1:

Qualifications covered by this Assessment Strategy Page 107

Appendix 2:

Retail Skills units for which simulated activities are allowed Page 109

Appendix 3:

Retail Skills units for which expert witness testimony is allowed Page 110


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Assessment Principles for Qualifications in the Retail Sector

Section 1: Introduction

The qualifications currently covered by this Assessment Principles document are listed in Appendix 1. Please note that the information given for the Knowledge-based qualifications is for guidance only.

Knowledge-based Qualifications

During 2008/09 Skillsmart Retail, together with a number of awarding organisations, developed qualifications which deliver the underpinning technical knowledge required to work in the retail sector. These qualifications called Retail Knowledge have been drawn from the retail national occupational standards, QCA guidance for the development of Technical Certificates and the pre-existing NQF qualifications for their content.

Assessment methodologies for the knowledge-based qualifications1 will be developed by awarding organisations which are proportionate to level and breadth of knowledge being assessed, and which additionally look to use resources effectively and take account of ‘business as usual’ practices found in retail businesses; reference Key Principles 3 and 4. These principles can be adapted for the knowledge-based qualifications for learners not already in work which may include the use of simulation where necessary.

Competence-based Qualifications

In 2008 Skillsmart Retail published the Retail Sector Qualifications Strategy (SQS), which was developed in partnership with the awarding organisations, employers and regulators. To support full implementation of the SQS, the then Assessment Strategy for NVQs and SVQs was amended so as to relax slightly the restrictions on the use of simulation as an assessment method. This Assessment Principles document now allows for simulation to be used to assess performance in a limited selection of basic functions which do not involve interaction with customers. However, it is still a key principle of the Assessment Principles that assessment should be based on workplace activity and in those limited circumstances where simulation is allowed it is still a strict requirement that the key characteristics of the working environment should be realistically simulated in relation to the function being assessed.

Within the Assessment Principles the term ‘competence-based qualification’ is used to refer to QCF qualifications, SVQs and CBQ’s, as listed in appendix 1. These qualifications have been recognised by Skillsmart Retail as qualifications which enable the learner to demonstrate competence in performing the skills necessary to operate effectively within the Retail sector. These qualifications are underpinned by National Occupational Standards (NOS) and are developed through consultation with employers.

1 Listed in Appendix 1


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Applied qualifications

Qualifications have been developed by awarding organisations and Skillsmart Retail that use applied learning techniques delivered through full and part-time education. Applied qualifications typically combine theory and its practical application.

In this category, single-subject qualifications such as the qualifications for the fashion retail sector have been developed by awarding organisations, employers and Skillsmart Retail. Applied qualifications are based on shared units and are open to be offered by all retail awarding partners. The assessment methodology for these qualifications will be developed by awarding organisations but must include the practical application of the knowledge and, where required, work placements to gather evidence of success.

Please note the following caveat , the above statement concerning applied qualifications is subject to ratification by retail awarding partners.

Key Principles

A set of key principles have been firmly established since 2002 which inform the assessment principles and which should be used in interpreting their application. These principles are that:

Evidence of Competence is Based on Workplace Activity

Competence-based qualifications recognise competence in the workplace; as such evidence should reflect workplace activity and aim to reflect attainment within an organisational context.

Assessing Competence-based Qualifications and Related QCF/CBQ Qualifications

Assessment should assess the achievement of learning outcomes and performance criteria but must also ensure that the methods employed are those that are most relevant for the level being assessed and sector expectations of candidates at that level. For example, this means that for competence-based qualifications, whilst observation should be the principle method to assess individuals at level 2, other methods like professional discussion and assignments might well be employed to assess individuals at levels 3 and above.

Developing a Skilled Workforce

Assessment practice should contribute to the development of a skilled workforce and the choice and application of assessment methods must reflect this ideal.

Integrating Systems for Capturing Evidence of Competence

Skills formation in the Retail sector, delivered through staff induction and ongoing training & development programmes, is required by organisations to capture the unique character and culture that the organisation wishes to project. To this end the assessment system for competence-based and the knowledge-based qualifications should, where possible, be integrated with organisations' training and HR models for developing and recognising the knowledge and competence of their workforce.


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Standardised approach to the assessment of competence-based qualifications

This assessment principles document has been designed to enable a standardised approach to the assessment of the qualifications listed in Appendix 1, according to the requirements of the specific unit assessment criteria and evidence requirements (where appropriate). However, where significant concerns are raised by Awarding Organisations which may affect the assessment of individual learners, Skillsmart Retail adopts a standardised approach to ensuring assessment is carried out in a fair and consistent manner across all Awarding Organisations.

Recognition of Prior Learning

One of the characteristics of the Retail sector is its high turnover of staff. In order to support learners in continuing or resuming their progress towards achieving qualifications when they change roles, Skillsmart Retail welcomes and encourages the use of recognised prior learning as an assessment method, where its application is consistent with the regulatory requirements of the QCF or SCQF.


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Section 2: Specific Assessment Principles for the Competence-based Qualifications

1 The Use and Application of Simulation

In broad terms, the Retail sector holds the view that simulation is a practical and effective tool for establishing skill and understanding, where naturally occurring evidence of competence is unavailable or infrequent. However the sector feels that there is very little that can be assessed by simulation with the exception of:

some aspects of Health & Safety and Security, and

some basic functions which do not involve interaction with customers.

Skillsmart Retail requires that awarding organisations:

a Discourage the inappropriate use of competence-based qualifications by organisations that do not assess candidates in a working environment. Competence-based qualifications are only suitable for individuals who are in some form of working capacity in the sector, or, in a limited set of contexts, are being prepared for work and will be assessed in a realistic working environment (see section 3.1.1 below for definition).

b Establish criteria to ensure that simulation is not used as the sole form of evidence for any unit of a competence-based qualification, except where allowed for specific units in Section 3.2 of this Assessment Strategy. This should be expressed in guidance for qualifications operating in the sector.

c Provide clear guidance to centres to indicate that evidence towards a competence-based qualification should come from the workplace except where simulation is expressly allowed in the evidence requirements for a particular unit. Workplace evidence may be gathered in the context of full, part-time, casual or voluntary employment. Assessment may be undertaken in a 'work placement' (i.e. fulltime students placed into a working environment for a day per week) although supporting evidence from a supervisor or manager, associated with some form of work activity must supplement the assessment process.

1.1 Providing Realistic Working Environments (RWE)

Where simulation is used the sector requires that:

a Simulation must be undertaken in a Realistic Working Environment

b Awarding organisations provide guidance for centres, which requires that Realistic Working Environments:

‘provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed’.

A realistic working environment (for the purpose of simulated work activities) is regarded as one that replicates a real working environment. For example, a college shop that operates on a commercial basis (i.e. it has a profit and loss account) is acceptable for retail environments but a shop laid out in a classroom environment isn’t. However, simulated activity may be used within a retail setting itself, for assessment purposes in order to prevent any barriers to achievement.


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1.2 Units which are required to be assessed through performance

Assessment for the competence-based qualification must always be carried out in a retail environment except where a realistic working environment is permitted for simulation. Simulation is allowed only where:

the assessment criteria require the learner to respond to an emergency

a unit covers a limited selection of basic functions which need not involve interacting with customers

a unit originates from another SSC or SSB and the originator expressly allows simulation to be used for that unit

a list of those units for which simulation is allowed is appended to this document

evidence generated from simulated activities will not be acceptable for any other unit.

2 The Role and Competence of Assessors, Expert Witnesses and Verifiers

A wide variety of issues impact upon the participation of organisations, and take-up by individuals, of competence-based qualifications. These issues relate to other matters as well as the quality of an assessment process, however, they are central to the way assessment is managed.

To this end, Skillsmart Retail requires that the following conditions be fulfilled.

2.1 The Role of Supervisors and Managers in the Assessment Process

The principle is established that, wherever possible, assessment is conducted by colleagues, supervisors and/or managers in a workplace environment. Where the skill or capability of these individuals is inadequate to deliver the requirements of the organisation or the quality infrastructure, external services (to the work unit or organisation) may be introduced (peripatetic assessors). If the candidate is employed in the Retail sector, in no circumstances may a competence-based qualification for the Retail sector be delivered without the involvement of the candidate’s line manager or the owner/manager to confirm the candidate’s competence.

Where in-store line managers carry out the assessment or internal verification roles, retail stores with the agreement of their awarding body may choose between:

achieving the appropriate regulatory body approved unit qualifications for assessment and internal verification

OR

a demonstrating that the company’s training and development activity undertaken to prepare, validate and review these assessment/verification roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the awarding body as providing the equivalent level of rigour and robustness as the achievement of the unit qualification.


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The alternative option described in (b) above, which waives the need for the regulatory approved units in the Retail Sector, must be confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the standards in association with the prospective awarding body who will be offering the qualification.

2.2 The Role of Peripatetic Assessors/Internal Verifiers in the Assessment Process

Peripatetic assessors and internal verifiers must hold or be working towards the appropriate regulatory body approved qualifications for assessment and internal verification.

The services offered by the peripatetic assessor must complement the activity of a line manager or owner/manager and the competence of a candidate employed in the Retail sector may not be confirmed without the participation of a line manager or owner/manager in the process. It is also requested that specific reference be made to auditing this provision, within external verification processes.

2.3 The Role of Expert Witnesses in the Assessment Process

There are a number of different sub sectors in retail selling a huge range of products. Consequently there are occupations within the retail store which are undertaken by specialists e.g. beauty consultants, bakers and visual merchandisers. These specialist occupations are reflected in the retail National Occupational Standards which means that in many cases assessors will not be competent in performing the occupational requirements of the standards. In these instances the assessor must use an expert witness2 to provide evidence in confirming to the candidate’s competence. The assessor will make the final judgement.

A list is appended of those units for which expert witness testimony is required, should the assessor lack the necessary occupational competence.

2.4 Occupational Competence of Expert Witnesses

Expert witnesses can be drawn from a wide range of people who can attest to performance in the workplace, including line managers and experienced colleagues from inside the candidate’s organisation.

Skillsmart Retail requires that:

‘Expert witnesses must be able to demonstrate practical experience and knowledge in the unit being assessed.’

It is unlikely that a person could become a full expert in less than six to twelve months of being employed in the retail sector. However a person could become expert in a unit very quickly if this was the focus of their job role e.g. preparing fresh produce for sale. The assessor should make a judgement as to the level of expertise held by the expert witness and where necessary confirm this with a member of the store management team.

2 An expert witness is an experienced peer of the candidate, or the candidate’s line manager. The

expert witness is not consulted as a professional assessor, but as someone who is expert in the

occupation to be assessed.


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2.5 Occupational Competence of Assessors


‘Assessors are required to be competent in performing the occupational requirements of the retail generic standards, in terms of performance and knowledge, and also demonstrate an in-depth knowledge of both the generic and specialist standards they are assessing.

The acquisition of this competence will have been gained either from direct employment in the same occupational role as the national occupational standards or in an operational supervisory, managerial or in-company trainer position of employees carrying out this role.’

Skillsmart Retail requirements for the occupational competence of assessors in the retail industry is that they must have worked in a retail company either as a retail assistant, as a supervisor/team leader/manager or as an in-company trainer of retail assistants.

It is unlikely that retail assistants would have achieved occupational competence in less than twelve months, or less than six months if employed in a managerial position, but individuals with less experience could be considered as assessors if sufficiently occupationally competent.

2.6 Occupational Competence of Verifiers


‘Internal Verifiers (or equivalent quality assurance experts) are required to have a current understanding of the content, structure and occupational requirements of the standards that they are internally verifying. The acquisition of this understanding will have been gained while working directly within the retail occupational area in either an operational or a support function.

The level of understanding should be sufficient to allow them to make a judgement as to whether the assessor has fully assessed candidates against all the performance and knowledge evidence requirements for the national occupational standards.’

It is unlikely that a person could have gained this level of understanding in less than six months of being employed in the retail sector, but individuals with less experience could be considered as Internal Verifiers if they have the required level of understanding.

‘External Verifiers (or equivalent quality assurance experts) are required to have a current understanding of the occupational requirements of the standards they are verifying. The acquisition of this understanding will have been gained while working within the occupational area in either an operational or a support function.

The level of understanding should enable them to relate to and understand the requirements of the national occupational standards and be sufficient to enable them to determine whether the evidence collected for a candidate met all the evidence requirements.’

It is unlikely that a person could have gained this level of understanding in less than six months of being employed in the retail sector, but individuals with less experience could be considered as External Verifiers if they have the required level of understanding.


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2.7 Continuing Professional Development of Peripatetic Assessors and Verifiers

The sector also requires that individuals involved in these activities maintain currency of skill and understanding of the sector, in line with the role they are fulfilling. It is a Skillsmart Retail requirement that guidance on Continuous Professional Development of peripatetic assessors and verifiers must be implemented, in that:

‘All assessors and verifiers, if not currently employed within a Retail industry sector company, will need to prove they have a current working knowledge of the sector they are assessing or verifying. This can be demonstrated by maintaining records of evidence from occupational updating activities such as:

Internal or external work experience

Internal or external work shadowing opportunities

Other relevant CPD activities with the prior approval of the awarding bodies’

Note: Retailers who have chosen not to use the appropriate regulatory body approved qualifications for assessment and internal verification should be encouraged to offer the unit qualifications as CPD where the willingness by the employer to support this additional activity becomes known to the awarding body.

3 External Quality Control of Assessment — Risk Identification and Management

The application and implementation of external quality control (i.e. independent assessment, external moderation, tests and projects) was thoroughly researched during the project and the main report2 (section 6) details the reasons sector employers felt it was considered neither feasible nor practical. The rationale supported by employers was that a robust quality system is based upon processes associated with risk assessment and management.

The awarding organisation’s risk rating system must be auditable by the regulatory bodies.

3.1 Risk Identification

In order to achieve the required level of external quality control, the awarding body must undertake a risk assessment of each prospective centre at the point of application for approval to offer any Skillsmart Retail qualification. The awarding organisation must obtain information on a number of specified ‘risk factors’ for each prospective centre at the point of approval. Skillsmart Retail would recommend the following, but awarding organisations should feel free to recommend alternative risk factors, which would be more appropriate.

Prospective centres' experience of operating competence-based qualifications.

The appropriateness of existing systems, or systems developed to meet the requirements of other quality assurance regimes, for the delivery of competence-based qualifications.

Whether the prospective centre has had a previous application for centre approval refused or their approval status withdrawn.

2 “Skills formation and recognition of employees in the Distributive sector: findings and

recommendations of the DNTO assessment strategy project” (1st November 2000)


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The proposed ratio of candidates to assessors and internal verifiers, taking account of whether the assessors and internal verifiers are full-time or part-time in their roles.

Whether candidates are going to be in employment (paid or voluntary), on work placements or learning in a realistic working environment (see section 3.1.1 for definition).

The awarding body must have a method of rating the prospective centre against each of the risk factors noted above and, also, producing an overall rating which identifies the level of risk associated with the prospective centre. The rating should then be used by the awarding body in determining the degree of support during the first year of approval.

3.2 Risk Management

In order to identify and manage risk during ongoing centre operation, the awarding body must undertake a yearly risk assessment of each active centre for the Retail sector competence-based qualifications. The awarding organisation must obtain information on a number of specified ‘risk factors’ for each centre. Skillsmart Retail would recommend the following, but Awarding Organisations should feel free to recommend alternative risk factors, which would be more appropriate:

the turnover of assessors and internal verifiers

the throughput of candidates

the ratio of candidates to assessors and internal verifiers, taking account of whether the assessors and internal verifiers are full-time or part-time in their roles

whether public funding is being accessed for the training of candidates towards/assessment of candidates for the competence-based qualifications

whether candidates are in employment (paid or voluntary), on work placements or learning in a realistic working environment (see section 3.1.1 for definition).

The awarding body must have a method of rating each centre against each of the risk factors noted above and, also, producing an overall rating which identifies the level of risk associated with the centre. The rating should then be used by the awarding body to assist in determining the level of ongoing support for the centre, including the level of external verification activity.


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Appendix 1: Qualifications covered by this Assessment Strategy

Competence-based

Level 1 Award in Retail Skills

Level 1 Certificate in Retail Skills

Level 1 Diploma in Retail Skills

Level 2 Award in Retail Skills

Level 2 Certificate in Retail Skills

Level 2 Diploma in Retail Skills

Level 3 Certificate in Retail Skills (Sales Professional)

Level 3 Certificate in Retail Skills (Visual Merchandising)

Level 3 Certificate in Retail Skills (Management)

Level 3 Diploma in Retail Skills (Sales Professional)

Level 3 Diploma in Retail Skills (Visual Merchandising)

Level 3 Diploma in Retail Skills (Management)

Level 1 SVQ in Retail Skills

Level 2 SVQ in Retail Skills

Level 3 SVQ in Retail Skills (Sales Professional)

Level 3 SVQ in Retail Skills (Visual Merchandising)

Level 3 SVQ in Retail Skills (Management)

Knowledge-based

Level 1 Award in Retail Knowledge

Level 1 Award in Retail Knowledge (Construction and Electrical Merchanting)


Level 2 Certificate in Retail Knowledge

Level 2 Certificate in Retail Knowledge (Construction and Electrical Merchanting – Building)

Level 2 Certificate in Retail Knowledge (Construction and Electrical Merchanting – Domestic Heating and Plumbing)


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Level 2 Certificate in Retail Knowledge (Construction and Electrical Merchanting — Commercial Heating)

Level 2 Certificate in Retail Knowledge (Construction and Electrical Merchanting – Timber)

Level 2 Certificate in Retail Knowledge (Construction and Electrical Merchanting – Electrical)

Level 2 Certificate in Retail Knowledge (Construction and Electrical Merchanting – Climate Management)

Level 2 Certificate in Retail Knowledge (Construction and Electrical Merchanting –Building Interiors)

Level 2 Certificate in Retail Knowledge (Construction and Electrical Merchanting –General)

Level 2 Diploma in Retail Knowledge

Level 2 Diploma in Retail Knowledge (Construction and Electrical Merchanting)


Level 3 Certificate in Retail Knowledge

Level 3 Diploma in Retail Knowledge

Level 3 Diploma in Retail Knowledge (Garden Retail)


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Appendix 2: Retail Skills units for which simulated activities are allowed

WBA ref. SR ref. Unit title

D/500/4964 B.01 Move goods and materials manually in a retail environment

H/500/5209 B.02 Keep stock at required levels in a retail environment

R/500/5206 B.17 Contribute to dough production control and efficiency*

Y/500/5207 B.18 Select, weigh and measure dough ingredients*

D/500/5208 B.19 Hand divide, mould and shape fermented doughs*

J/600/2295 B.23 Receive driver-controlled deliveries of fuel on a petrol forecourt

Y/600/2317 B.24 Control deliveries of motor fuel on a forecourt

K/500/8791 C.01 Wrap and pack goods for customers in a retail environment

J/600/2300 C.39 Process the self-service dispensing and purchase of motor fuel on a forecourt

A/600/2293 C.44 Provide a counter/take-away service**

M/500/8971

D.01 Give customers a positive impression of yourself and your organisation (ICS)**

J/500/8975 D.02 Support customer service improvements (ICS)**

R/500/8977 D.03 Resolve customer service problems (ICS)**

M/500/5181

E.01 Help to keep the retail unit secure

A/500/5183 E.02 Help to maintain health and safety in a retail environment

F/500/5184 E.03 Work effectively in your retail team

J/500/5185 E.04 Keep the retail environment clean and hygienic (non-food)

R/500/5187 E.06 Help to maintain health and safety in a retail environment

D/500/5189 E.07 Help to keep the retail unit secure

D/500/5192 E.11 Help to monitor and maintain the security of the retail unit

T/500/5201 E.18 Monitor and maintain health and safety in a retail environment

* These units permit simulation as a supplementary form of evidence when the candidate’s assessment environment does not allow for assessment across the full range of contexts, equipment or products specified.

** These units permit evidence collected in a realistic working environment or work placement.


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Appendix 3: Retail Skills units for which expert witness testimony is allowed if the assessor is not expert in the specialism covered by the unit


F/500/5122 B.10 Process bake-off products for sale in a retail environment

J/500/5123 B.11 Process fish and shellfish for sale in a retail environment

L/500/5124 B.12 Process greengrocery products for sale in a retail environment

R/500/5125 B.13 Finish meat products by hand in a retail environment

R/500/5206 B.17 Contribute to dough production control and efficiency

Y/500/5207 B.18 Select, weigh and measure dough ingredients

D/500/5208 B.19 Hand divide, mould and shape fermented doughs

Y/500/5210 B.20 Contribute to food safety in a retail environment

D/500/5211 B.21 Maintain food safety while working with food in a retail environment

K/500/5213 B.22 Monitor and help improve food safety in a retail environment

J/600/2295 B.23 Receive driver-controlled deliveries of fuel on a petrol forecourt

Y/600/2317 B.24 Control deliveries of motor fuel on a forecourt

R/502/0854 B.31 Maintain moisture levels for crops or plants

L/502/0853 B.32 Provide nutrients to crops or plants

Y/502/1214 B.33 Remove unwanted plant growth to maintain development

K/502/1511 B.34 Identify and report the presence of pests, diseases and disorders

Y/500/9841 C.09 Process payments and credit applications for purchases in a retail environment

D/500/9775 C.10 Process cash and credit transactions in a retail environment

J/500/9785 C.11 Assemble retail products in customer's home/workplace

J/500/5770 C.12 Promote loyalty schemes to customers in a retail environment

Y/500/9788 C.15 Enable customers to apply for credit and hire purchase facilities

R/500/9790 C.17 Provide the lingerie fitting service in a retail environment


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F/500/4939 C.18 Follow guidelines for planning and preparing visual merchandising displays

T/500/4940 C.19 Follow guidelines for dressing visual merchandising displays

A/500/4941 C.20 Order graphic materials for visual merchandising displays

F/500/4942 C.21 Dismantle and store visual merchandising displays

J/500/4943 C.22 Make props for visual merchandising displays

L/500/4944 C.23 Put visual merchandising displays together

R/500/4945 C.24 Choose merchandise to feature in visual merchandising displays

Y/500/4946 C.25 Plan, monitor and control how graphics are used in visual merchandising displays

D/500/4947 C.26 Monitor the effect of visual merchandising displays and layouts

H/500/4948 C.27 Allocate, monitor and control visual merchandising project resources against budgets

K/500/4949 C.28 Contribute to developing and putting into practice the company's visual merchandising policy

D/500/4950 C.29 Create plans, elevations and drawings to realise visual merchandising ideas

R/500/5772 C.30 Develop individual retail service opportunities

Y/500/5773 C.31 Provide a personalised sales and after-sales service to your retail clients

D/500/9758 C.35 Promote beauty products to retail customers

Y/500/9760 C.37 Help customers to buy National Lottery products in a retail environment

D/500/9761 C.38 Assist customers to obtain appropriate insurance

J/600/2300 C.39 Process the self-service dispensing and purchase of motor fuel on a forecourt

L/600/2301 C.40 Establish customer needs and provide advice regarding tiling products

R/600/2302 C.41 Advise customers upon measuring and planning for the fixing of tiles

Y/600/2303 C.42 Advise customers upon the fixing of tiles

H/600/2305 C.43 Maintain a display of cut flowers in a retail store

A/600/2293 C.44 Provide a counter/take-away service

J/600/2314 C.45 Help customers to choose alcoholic beverages in a retail store


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M/600/2307

C.47 Promote the store's credit card to customers

T/600/2311 C.52 Help customers to apply for the store's credit card and associated insurance products

L/601/3458 C.54 Help customers to choose delicatessen products in a retail outlet

J/601/3457 C.55 Portion delicatessen products in a retail outlet to meet individual customers' requirements

J/502/0771 C.56 Merchandise plants and other relevant products

H/500/5193 E.12 Plan, monitor and adjust staffing levels and schedules in a retail environment

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